Prototype for an online skills-based drug prevention program targeting youth 11-13

针对 11-13 岁青少年的基于技能的在线毒品预防计划原型

• 批准号: 10382037
• 负责人: William B. Hansen
• 金额: $ 25.61万
• 依托单位: PREVENTION STRATEGIES, LLC
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-09-30 至 2023-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10382037
• 关键词: Address; Adolescence; Adoption; Adult; Age; Alcohol consumption; Assertiveness; Behavior; Biophysics; Child; Cigarette; Competence; Computers; Crystallization; Curiosities; Decision Making; Development; Drug Prevention Program; Drug usage; Educational Models; Elements; Emotional; Environment; Evaluation; Evidence based program; Face; Facebook; Family dynamics; Feedback; Focus Groups; Fostering; Future; Game Based Learning; Geography; Goals; Health; Health Educators; Health Promotion; Home; Immersion; Institutes; Instruction; Instructional Technology; Internet; Intervention; Interview; Knowledge; Learning; Life; Life Cycle Stages; Marijuana; Mechanics; Mediation; Methods; Middle School Faculty; Modeling; Motivation; Nature; Outcome; Peer Pressure; Perception; Performance; Pharmaceutical Preparations; Phase; Play; Prevention; Prevention program; Prevention strategy; Prevention trial; Problem Solving; Procedures; Process; Psychosocial Factor; Puberty; Recreation; Research; Research Personnel; Rewards; Risk Behaviors; Role; Sampling; School-Age Population; Science; Scientist; Shapes; Small Business Innovation Research Grant; Social Identification; Social Interaction; Social Network; Social Problems; Socialization; Stress; Teaching Method; Techniques; Technology; Testing; Thinking; Time; Video Games; Work; Youth; adolescent drug use; age group; animation; base; computer science; design; digital; drug abuse prevention; early adolescence; educational atmosphere; evidence base; experience; formative assessment; improved; insight; junior high school; learning outcome; machine learning algorithm; multi-ethnic; pandemic disease; parental influence; pedagogy; peer; peer influence; pressure; programs; prototype; recruit; research study; scaffold; service providers; skills; social; social skills; theories; usability

PROJECT ABSTRACT Drug prevention programs that migrate to the web are interactive, but mostly fail to engage youth and maximize program exposure. An alternative approach considers gamification with animated sequences and uses machine learning algorithms based on Markov Decision Processes to stimulate youths’ curiosity, engage them in a real-world scenario that requires real-time strategic thinking. In this Phase I SBIR, we propose to design, build, and test an alpha prototype for Skills-Based Learning (SBL) Online, a fully gamified drug abuse prevention program. Gamification studies now conclusively show that youth can and do learn from playing videogames, particularly when they feel immersed in the game, maintain high levels of curiosity, and form a social identity or close attachment to the characters in the game. Programs also stimulate learning when they provide scaffolding, using guiding, coaching, and modeling that help youth master skills and advance to new challenge levels. In addition, the game has to be responsive to the player, incorporate their in- game behavior, and tailor play to their skill levels as opposed to delivering a prefixed program. When these elements of a videogame come together, they have been shown to stimulate higher order thinking and problem-solving skills that have value in the real-world. We propose to blend instructional design principles with state-of-the-art gamification using machine learning algorithms to create a realistic animated game that teaches decision-making, problem-solving, and social skills. The game involves animation, brief video vignettes, non-playing characters, and a personalized pedagogical agent (an avatar) to guide youth through a simulated environment that presents them with realistic social interactional challenges. The program targets youth in early adolescence (ages 11 to 13), a period when they face numerous developmental challenges that when successfully negotiated helps them crystallize an identity. Shifting tides of influence from parents to peers, seeking emotional independence and greater autonomy plus the adoption of formal operational reasoning are a few of the many factors that fuel “storm and stress” during adolescence. This Phase I application will coalesce the strengths of prevention and computer scientists to build and test an alpha prototype of SBL Online. The study combines formative evaluation using focus groups to learn more about the nature of youths’ social interactions, the settings in which they encounter peer pressure, their perceptions of risky behavior, future orientation, and problem-solving skills they employ to offset life’s pressures. Usability testing iteratively covers early and later build phases, plus active playtesting using think-aloud techniques. A second thrust involves obtaining input from key stakeholders (middle school teachers, youth service providers) to ascertain the program’s developmental and cultural appropriateness and commercial potential. The technology partner (3C) has an extensive acumen building and commercializing social emotional learning- based health-related applications for children and youth including projects with the investigators.

项目摘要 迁移到网络上的毒品预防计划是互动的，但大多未能吸引青少年和青少年 最大化节目曝光度的另一种方法是考虑使用动画序列和游戏化。 使用基于马尔可夫决策过程的机器学习算法来激发年轻人的好奇心， 在第一阶段 SBIR 中，我们让他们参与需要实时战略思考的现实场景。 建议设计、构建和测试基于技能的在线学习 (SBL) 的 alpha 原型，这是一个完全游戏化的 药物滥用预防计划现已明确表明，青少年可以而且确实可以从中学习。 玩电子游戏，尤其是当他们沉浸在游戏中时，保持高度的好奇心，并且 形成社会认同或与游戏中的角色紧密相连也能刺激学习。 当他们提供脚手架时，使用指导、辅导和示范来帮助年轻人掌握技能和 此外，游戏必须响应玩家的需求，融入他们的想法。 游戏行为，并根据他们的技能水平定制游戏，而不是提供预先确定的程序。 电子游戏的元素汇集在一起​​，它们已被证明可以激发更高层次的思维和 我们建议融合教学设计原则。 通过最先进的游戏化，使用机器学习算法来创建逼真的动画游戏 教授决策、解决问题和社交技能。游戏涉及动画、简短视频。 小插曲、非扮演角色和个性化的教学代理（化身）来引导青少年通过 该计划的目标是模拟环境，为他们带来现实的社交互动挑战。 青春期早期（11 至 13 岁）的青少年，在这个时期面临着许多发展挑战， 成功的谈判可以帮助他们明确身份，将影响力从父母转移到其他人。 同伴，寻求情感独立和更大的自主权，加上采用正式的操作 推理是导致青春期第一阶段“风暴和压力”的众多因素之一。 应用程序将结合预防和计算机科学家的优势来构建和测试阿尔法 该研究结合了焦点小组的形成性评估，以了解有关 SBL Online 的更多信息。 青少年社交互动的性质、他们遭遇同侪压力的环境、他们对事物的看法 他们用来抵消生活压力的冒险行为、未来导向和解决问题的技能。 迭代测试涵盖早期和后期的构建阶段，以及使用有声思考技术的主动游戏测试。 第二个重点是获取主要利益相关者（中学教师、青少年服务提供者）的意见 确定该计划的发展和文化适宜性以及商业潜力。 技术合作伙伴（3C）在社交情感学习的构建和商业化方面具有广泛的敏锐度- 基于儿童和青少年健康相关的应用程序，包括与调查人员合作的项目。

项目成果

Adolescent Values, Interest in Extracurricular Activities and Bonding to School: A Cross-sectional Descriptive and Correlational Analysis.

青少年价值观、对课外活动的兴趣以及与学校的联系：横断面描述性和相关性分析。

• 发表时间: 2021
• 作者: Hansen; William B
• 通讯作者: William B

Social Network Methods for Assigning Students to Teams.

将学生分配到团队的社交网络方法。

• 发表时间: 2022-11
• 作者: Hansen, William B;Rulison, Kelly L
• 通讯作者: Rulison, Kelly L

Psychosocial Indicators of Adolescent Alcohol, Cigarette, and Marijuana Use: An Analysis of Normalized, Harmonized, and Pooled Data.

青少年酒精、香烟和大麻使用的心理社会指标：标准化、统一和汇总数据的分析。

• 发表时间: 2022-12
• 影响因子: 2.9
• 作者: Hansen, William B;Saldana, Santiago;Ip, Edward Hak
• 通讯作者: Ip, Edward Hak

Relative Reduction in Prevalence (RRP): An Alternative to Cohen's Effect Size Statistics for Judging Alcohol, Cigarette, and Marijuana Use Prevention Outcomes.

流行率相对降低 (RRP)：用于判断酒精、香烟和大麻使用预防结果的科恩效应大小统计的替代方法。

• 发表时间: 2020-10
• 作者: Hansen; William B
• 通讯作者: William B