PR:EPARe: A game-based approach to relationship guidance for adolescents

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    Abstract

    Ensuring adolescents are equipped with the necessary skills to handle coercion and pressure from peers is a central component of effective relationship education. However, for teachers attempting to convey these principles, didactic methods have been shown to meet with limited success, as the highest-risk students may fail to engage with the subject matter in a meaningful fashion. In this paper, the potential a digital game may hold as a component of a blended learning solution to this problem is explored though the development of PR:EPARe (Positive Relationships: Eliminating Coercion and Pressure in Adolescent Relationships). Adopting a participatory design approach, designers considered relevant input from stakeholders, subject experts, teachers and students in the development of PR:EPARe. Participatory involvement has allowed the game to be developed in such a way that draws focus on the role of the end user to extend from the traditional concern of the student's learning needs to consider that of the practitioner's needs as another primary condition of successful game based learning. An examination of the first section of the PR:EPARe game is undertaken through a cluster randomized control trial of 507 students across three UK schools. Using ANOVA to demonstrating significant differences between control and game groups (p
    Original languageEnglish
    Pages (from-to)38–44
    Number of pages7
    JournalProcedia Computer Science
    Volume15
    DOIs
    Publication statusPublished - 2012

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    Keywords

    • relationship education
    • participatory design
    • serious games
    • blended learning
    • game-based intervention

    Cite this

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    title = "PR:EPARe: A game-based approach to relationship guidance for adolescents",
    abstract = "Ensuring adolescents are equipped with the necessary skills to handle coercion and pressure from peers is a central component of effective relationship education. However, for teachers attempting to convey these principles, didactic methods have been shown to meet with limited success, as the highest-risk students may fail to engage with the subject matter in a meaningful fashion. In this paper, the potential a digital game may hold as a component of a blended learning solution to this problem is explored though the development of PR:EPARe (Positive Relationships: Eliminating Coercion and Pressure in Adolescent Relationships). Adopting a participatory design approach, designers considered relevant input from stakeholders, subject experts, teachers and students in the development of PR:EPARe. Participatory involvement has allowed the game to be developed in such a way that draws focus on the role of the end user to extend from the traditional concern of the student's learning needs to consider that of the practitioner's needs as another primary condition of successful game based learning. An examination of the first section of the PR:EPARe game is undertaken through a cluster randomized control trial of 507 students across three UK schools. Using ANOVA to demonstrating significant differences between control and game groups (p",
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    AU - Arnab, Sylvester

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    KW - serious games

    KW - blended learning

    KW - game-based intervention

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