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Article: Improving sexual health education programs for adolescent students through game-based learning and gamification

TitleImproving sexual health education programs for adolescent students through game-based learning and gamification
Authors
KeywordsAdolescent students
Digital health technologies
Game-based learning
Gamification
MAKE framework
Issue Date2018
PublisherMolecular Diversity Preservation International. The Journal's web site is located at http://www.mdpi.org/ijerph
Citation
International Journal of Environmental Research and Public Health, 2018, v. 15 n. 9, p. article no. 2027 How to Cite?
AbstractAn 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. © 2018 by the authors. Licensee MDPI, Basel, Switzerland.
Persistent Identifierhttp://hdl.handle.net/10722/275803
ISSN
2019 Impact Factor: 2.849
2023 SCImago Journal Rankings: 0.808
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorHaruna, H-
dc.contributor.authorHu, X-
dc.contributor.authorChu, SKW-
dc.contributor.authorMellecker, RR-
dc.contributor.authorGabriel, G-
dc.contributor.authorNdekao, PS-
dc.date.accessioned2019-09-10T02:50:00Z-
dc.date.available2019-09-10T02:50:00Z-
dc.date.issued2018-
dc.identifier.citationInternational Journal of Environmental Research and Public Health, 2018, v. 15 n. 9, p. article no. 2027-
dc.identifier.issn1661-7827-
dc.identifier.urihttp://hdl.handle.net/10722/275803-
dc.description.abstractAn 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. © 2018 by the authors. Licensee MDPI, Basel, Switzerland.-
dc.languageeng-
dc.publisherMolecular Diversity Preservation International. The Journal's web site is located at http://www.mdpi.org/ijerph-
dc.relation.ispartofInternational Journal of Environmental Research and Public Health-
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.-
dc.subjectAdolescent students-
dc.subjectDigital health technologies-
dc.subjectGame-based learning-
dc.subjectGamification-
dc.subjectMAKE framework-
dc.titleImproving sexual health education programs for adolescent students through game-based learning and gamification-
dc.typeArticle-
dc.identifier.emailHu, X: xiaoxhu@hku.hk-
dc.identifier.emailChu, SKW: samchu@hku.hk-
dc.identifier.emailMellecker, RR: robmel@hku.hk-
dc.identifier.authorityHu, X=rp01711-
dc.identifier.authorityChu, SKW=rp00897-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.3390/ijerph15092027-
dc.identifier.pmid30227642-
dc.identifier.scopuseid_2-s2.0-85053717645-
dc.identifier.hkuros303753-
dc.identifier.volume15-
dc.identifier.issue9-
dc.identifier.spagearticle no. 2027-
dc.identifier.epagearticle no. 2027-
dc.identifier.isiWOS:000445765600236-
dc.publisher.placeSwitzerland-
dc.identifier.issnl1660-4601-

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