“Testing is Healthy” TimePlay campaign: Evaluation of sexual health promotion gamification intervention targeting young adults

Zhang, Qinya; Huhn, Kim J.; Tan, Andy S.L.; Douglas, Rachel E.; Li, Helen Guiyun; Murti, Michelle; Lee, Victoria

doi:10.17269/cjph.108.5634

Cited by 12 publications

(21 citation statements)

References 7 publications

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“…For example, study [ 46 ] reports game mechanics as effective in minimizing sexual and relationship violence among adolescents. Another empirical study [ 47 ] demonstrates that the elements of gaming have significant effects on STIs and on an HIV campaign that reached a large population of young adults. Although gamification has shown great potential in sexual health education, little is publicly known about its application and effectiveness in the study context (limited-resource countries).…”

Section: Introductionmentioning

confidence: 99%

Improving Sexual Health Education Programs for Adolescent Students through Game-Based Learning and Gamification

Haruna

Chu

et al. 2018

IJERPH

154

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An effective innovative pedagogy for sexual health education is required to meet the demands of technology savvy digital natives. This study investigates the extent to which game-based learning (GBL) and gamification could improve the sexual health education of adolescent students. We conducted a randomized control trial of GBL and gamification experimental conditions. We made a comparison with traditional teaching as a control condition in order to establish differences between the three teaching conditions. The sexual health education topics were delivered in a masked fashion, 40-min a week for five weeks. A mixed-method research approach was uses to assess and analyze the results for 120 students from a secondary school in Dar Es Salaam, Tanzania. Students were divided into groups of 40 for each of the three teaching methods: GBL, gamification, and the control group (the traditional teaching method). The average post-test scores for GBL (Mean = 79.94, SD = 11.169) and gamification (Mean = 79.23, SD = 9.186) were significantly higher than the control group Mean = 51.93, SD = 18.705 (F (2, 117) = 54.75, p = 0.001). Overall, statistically significant differences (p ≤ 0.05) were found for the constructs of Motivation, Attitude, Knowledge, and Engagement (MAKE). This study suggests that the two innovative teaching approaches can be used to improve the sexual health education of adolescent students. The methods can potentially contribute socially, particularly in improving sexual health behaviour and adolescents’ knowledge in regions plagued by years of sexual health problems, including HIV/AIDS.

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Section: Introductionmentioning

confidence: 99%

Improving Sexual Health Education Programs for Adolescent Students through Game-Based Learning and Gamification

Haruna

Chu

et al. 2018

IJERPH

154

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“…Generally, there has been a rapid increase in the use of digital health gamified learning platforms to support and promote adolescent sexual well-being (Chu et al , 2015; Fiellin et al , 2017; Zhang et al , 2017). Digital games for sexual health education increase engagement and make the learning environment more interactive.…”

Section: Introductionmentioning

confidence: 99%

An iterative process for developing digital gamified sexual health education for adolescent students in low-tech settings

Haruna¹,

Zainuddin²,

Mellecker³

et al. 2019

ILS

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Purpose Digital technology has great potential for educating today’s digitally oriented adolescents on health. In particular, digital health gamified learning can make the promotion of the sexual well-being of adolescents more effective. Although venereal diseases such as HIV/AIDS have become a greater problem in Sub-Saharan African (SSA) countries than in any country outside of Africa, little is publicly known about the development of gamified learning for use in counter-measures. This paper aims to address that deficit by presenting the process of developing one such game. The paper highlights how the “My Future Begins Today” game for sexual health education was developed, evaluated and refined in the real-world of low-tech settings and made improvements based on the response of users. Design/methodology/approach Design-based research (DBR) was used to guide the design, develop, test and refine the digital game in iterative cycles. The evaluation of the effectiveness of iterations of the game was done using adolescent sexual health literacy tests and the validated Motivation, Attitude, Knowledge and Engagement framework, the authors developed based on existing approaches. That framework combines the elements of motivation, attitude, knowledge and engagement, effectiveness was evaluated based on the game’s ability to motivate students, improve their attitudes, increase their acquisition of knowledge and engage them in learning self-rating surveys and interviews. The whole process of game design, testing, evaluation and refinement were underpinned by the activity theory, DBR and participatory design (PD) research. Findings Participants in the gamified learning platforms demonstrated higher average scores on their post-tests than their counterparts subjected to the traditional teaching classroom. Also, gamified learning groups commented positively on the effectiveness of their instructional approach than their counterparts in the traditional learning group. The stakeholders’ involvement in developing gamified learning provided a good understanding of the importance of the game to the adolescent students and how it was going to be used to address the problem identified. The application of PD contributed to the effectiveness of the game. It involved various actors from various fields who were relevant to the game. Also, engaging targeted users from the beginning resulted in the creation of a better correspondence with the preferences of end-users. Practical implications This study has contributed to a better understanding of sex education and knowledge in the area of adolescent reproductive health issues, using developed innovative game mechanics features and its applicability in low-tech settings. Originality/value The study will be a recommendation for future researchers in applying this gamified learning concept and its suitability in their teaching practice, particularly regarding sexual health education and adolescent reproductive health issues in low-tech settings of SSA.

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“…3 Alcance corresponde ao número de pessoas que entraram em contato com a campanha/tamanho da população de um nicho particular x 100 (Olejniczak & Tomorad, 2015). 4 De acordo com Zhang et al (2017), a Gamificação consiste no uso de jogos para fins de recompensas, competição e interatividade. 5 grp (gross rating points) -"É o indicador de intensidade de uma campanha publicitária, também conhecido como indicador de penetração publicitária, mostra o número total de contatos com um anúncio em relação a um por cento da audiência que recebeu a mensagem" (Olejniczak & Tomorad, 2015, p. 28)-.…”

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“…Zhang et al, 2017;Miola & Marques, 2019) apontaram que não existe uma fórmula exata para averiguar este indicador. Ainda assim, cada um dos estudos definiu os seus próprios critérios para investigar se a campanha cumpriu o seu papel comunicacional com eficácia, ou não.…”

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“…Ainda assim, cada um dos estudos definiu os seus próprios critérios para investigar se a campanha cumpriu o seu papel comunicacional com eficácia, ou não. No caso da pesquisa deZhang et al (2017), um dos objetivos da campanha era promover a conscientização sobre, onde e como as pessoas poderiam fazer testes para detecção de infecção por hiv, ou outras ists.A fim de examinar a eficácia da comunicação, os autores pontuaram como critério o tráfego para a página da clínica médica que contemplava informações sobre o teste, como também o nível de conexão das pessoas com informações sobre saúde sexual. Neste mesmo entendimento, Miola e Marques (2019) averiguaram a efetividade de uma campanha de combate à Dengue, a partir da quantificação do volume de interações dos usuários da página do Facebook do Ministério da Saúde com as peças da campanha.…”

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Avaliação de campanhas de saúde: uma revisão integrativa sobre a construção de indicadores

et al. 2021

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O presente estudo tem o objetivo de mapear indicadores de avaliação de campanhas de comunicação com foco em saúde, através de uma revisão integrativa da literatura, realizada a partir da busca de artigos científicos nas bases de dados da capes, SciELO e anais da compós. A pesquisa considerou o período entre 2009 e 2019 e utilizou os seguintes descritores: ‘communication’ + ‘indicators’; ‘health campaign’ + ‘sti’; ‘communication’ + ‘aids’; ‘health promotion’ + ‘mass media’ + ‘campaign’. Foram analisados dez artigos científicos, após a aplicação dos filtros, resultando na identificação dos seguintes indicadores: 1) alcance; 2) grp; 3) percepção de campanha; 4) efeito da campanha; 5) compreensão; 6) impacto; 7) efetividade; e 8) aceitabilidade. Dentre os indicadores mapeados, identificaram-se estudos com relatos e avaliações de diferentes tipos de campanhas de comunicação pública voltadas para a promoção da saúde, sendo elas: campanhas de prevenção ao hiv/aids, combate ao tabagismo, conscientização ambiental e contra a proliferação da dengue.

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“Testing is Healthy” TimePlay campaign: Evaluation of sexual health promotion gamification intervention targeting young adults

Cited by 12 publications

References 7 publications

Improving Sexual Health Education Programs for Adolescent Students through Game-Based Learning and Gamification

Improving Sexual Health Education Programs for Adolescent Students through Game-Based Learning and Gamification

An iterative process for developing digital gamified sexual health education for adolescent students in low-tech settings

Avaliação de campanhas de saúde: uma revisão integrativa sobre a construção de indicadores

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