"It's like you're actually playing as yourself": development and preliminary evaluation of 'Green Acres High', a serious game-based primary intervention to combat adolescent dating violence

• Autores: Erica Bowen, Kate Walker, Matthew Mawer, Emma Holdsworth, Emma Sorbring, Bo Helsing, Annette Bolin, Eline Leen, Paul Held, Valère Awouters, Sebastian Jans
• Localización: Psychosocial Intervention, ISSN 1132-0559, Vol. 23, Nº. 1, 2014, págs. 43-55
• Idioma: inglés
• DOI: 10.5093/in2014a5
• Texto completo no disponible (Saber más ...)
• Dialnet Métricas: 4 Citas
• Resumen
  • español

    Este artículo presenta una revisión del desarrollo de �Green Acres High� [la colina de los verdes acres], una intervención primaria de verdad utilizando un juego con la finalidad de despertar la conciencia adolescente acerca de la violencia en las relaciones sentimentales y cambiar sus actitudes, así como un análisis de la descripción de los adolescentes de su experiencia con el juego. Se utilizó el análisis temático para analizar las transcripciones del grupo de discusión. La temática desarrollada, Evaluación del juego, fue organizada mediante dos temas, La evaluación positiva: fundamentos pedagógicos y La evaluación negativa: limitaciones y frustraciones de la funcionalidad. Representaban el hecho de que en general la experiencia de aprendizaje fue positiva en cuanto a los principios pedagógicos y el contenido que podían incorporarse en este juego digital pero necesitaron abordarse los aspectos técnicos del juego, dada su posible influencia en la experiencia de aprendizaje de los adolescentes. Se vio que la utilización de un juego serio era un modo válido y con sentido para que los adolescentes aprendan acerca de la violencia en las relaciones sentimentales y que se trata de una alternativa viable o un complemento a los métodos de entrenamiento tradicionales

  • English

    This paper provides an overview of the development of �Green Acres High�, a serious game-based primary intervention to raise awareness of and change attitudes towards dating violence in adolescents, and an analysis of how adolescents described their experience of playing this game. Transcripts from focus group data were analysed using thematic analysis. The global theme that was developed, Assessment of the game, was represented by two organising themes, Positive assessment: Pedagogical Underpinnings and Negative Assessment: Functionality Limitations and Frustrations. These represented the fact that overall the learning experience was positive based on the pedagogical principles and content that could be embedded in this digital game but that technical issues with the game needed to be addressed as these could impinge on the learning experience of the adolescents. It was seen that using a serious game was a valid and meaningful way for adolescents to learn about dating violence and that this is a viable alternative or adjunct to traditional teaching methods

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