Development and evaluation of a serious game for bullying prevention with young students

一款针对青少年学生的预防欺凌严肃游戏的开发和评估

• 批准号: 9644106
• 负责人: MELISSA E. DEROSIER
• 金额: $ 69.09万
• 依托单位: 3-C INSTITUTE FOR SOCIAL DEVELOPMENT
• 依托单位国家: 美国
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-09-01 至 2020-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9644106
• 关键词: Address; Adolescence; Age; Area; Awareness; Behavior; Behavioral; Child; Childhood; Collaborations; Communities; Computers; Control Groups; County; Custom; Decision Making; Development; Emotional; Evaluation; Exposure to; Face; Failure; Feedback; Focus Groups; Fostering; Foundations; Goals; Guidelines; Home environment; Institutes; Learning; Learning Skill; Letters; Life; Logistics; Mental Health; Methods; Outcome; Parents; Pathway interactions; Persons; Phase; Pilot Projects; Prevention program; Problem Solving; Process; Randomized; Reporting; Research; Research Personnel; Resources; Risk; Schools; Secure; Self Efficacy; Self Management; Self Perception; Small Business Innovation Research Grant; Social Problems; Solid; Source; Students; Substance abuse problem; System; Teaching Method; Technology; Test Result; Testing; Time; Training; active control; base; bullying; bullying prevention; commercial application; commercialization; coping; cost; design; e-commerce; educational atmosphere; elementary school; emotional behavior; evidence base; experience; first grade; follow-up; gender difference; improved; kindergarten; learning strategy; peer; peer victimization; personalized learning; prevent; programs; prototype; racial and ethnic; school district; skills; social; social learning; social situation; software development; success; systematic review; teacher; tool; tutoring; usability; web site

Abstract Bullying is all too common in the early school years, occurring at approximately the same rate in Kindergarten and 1st (K1) grades as in later elementary school. Research underscores how bullying at an early age is predictive of continued bullying and peer victimization, and how all involved—bullies, victims, and bystanders— are at elevated risk for negative outcomes in many aspects of a child's social, emotional, and academic life. Recent reviews of school-based programs demonstrate that punitive, disciplinary approaches to bullying prevention do not work, and that social emotional learning (SEL) is a critical ingredient in effective programs. Unfortunately, logistical barriers (e.g., time, cost, need for trained staff) too often undermine schools' abilities to implement traditional in-person SEL strategies with all students. This SBIR Fast-Track will leverage cutting- edge intelligent social tutoring game technology to create a new, evidence-based serious game specifically designed to help younger students develop the social emotional skills they need to navigate bullying situations. 3C Institute is a leader in the field of game-based Intelligent Social Tutoring Systems (ISTS) with extensive experience creating and testing SEL games. 3C's ongoing collaboration with the Bellevue Public School in WA, Communities in Schools-Wake County Public Schools, NC, and our commercialization partner, Personalized Learning Games, will provide a solid foundation on which to build, test, and commercialize the proposed serious K1 SEL game product. Five specific aims will be accomplished. In Phase I, we will (1) create a serious game prototype based on input from K1 students, parents, and educators with a custom graphic design and storyworld and five prototype social problem solving (SPS) scenes. We will also (2) conduct end user tests with K1 students and educators who will review and evaluate the prototype. In Phase II, we will (3) develop the full product through an iterative testing process for a total of 25 SPS scenes aligned to CASEL's SEL framework (Self-management, Self-awareness, Social Awareness, Relationship Skills, & Responsible Decision Making) as well as online Student, Home, and Educator Portals. Then, we will (4) conduct a randomized active control pilot study to test the serious game's impact for improving K1 students' social emotional behavior, ability to problem solve in bullying situations, self-efficacy for coping with bullying, and awareness of behaviors that constitute bullying. We expect the SEL serious game to result in significant improvements in all areas compared to the active control group. Lastly, we will (5) prepare for commercialization by conducting focus groups with educators to finalize the complete product and formulate implementation guidelines for schools. We will also develop all needed online training demos and materials, finalize online reporting functions, and integrate e-commerce functions into the website. Our proposed product will meet a significant market need as the first rigorously tested serious game for SEL bullying prevention with younger students. We have already secured a pathway to market, with Personalized Learning Games, Inc. committed to offering the product.

抽象的 欺凌在早期几年都太普遍了，在幼儿园中以大致相同的速度发生 和后来的小学一样，第一（k1）成绩。研究强调了早年的欺凌 预测持续的欺凌和同伴胜利，以及所有参与者如何（虐待，虐待和旁观者） 在孩子的社会，情感和学术生活的许多方面，负面结果的风险较高。 基于学校的计划的最新评论表明，惩罚性的纪律方法欺凌 预防不起作用，社交情感学习（SEL）是有效计划中的关键要素。 不幸的是，后勤障碍（例如，时间，成本，需要受过训练的员工的需求）经常破坏学校的能力 与所有学生实施传统的面对面策略。此SBIR快速轨道将利用替代品 - Edge智能社交辅导游戏技术，以创建一个新的，循证的认真游戏 旨在帮助年轻学生发展欺凌情况所需的社交情感技能。 3C研究所是基于游戏的智能社会辅导系统（IST）领域的领导者 经验创建和测试SEL游戏。 3C与华盛顿州贝尔维尤公立学校的持续合作 北卡罗来纳州学校沃克县公立学校的社区和我们的商业化合作伙伴，个性化 学习游戏将为拟议的构建，测试和商业化提供坚实的基础 严重的K1 SEL游戏产品。将实现五个具体目标。在第一阶段，我们将（1）创建一个 根据K1学生，父母和教育工作者的意见，具有自定义图形设计的认真游戏原型 和故事世界和五个原型社会问题解决（SPS）场景。我们还将（2）进行最终用户测试 将与K1学生和教育者一起审查和评估原型。在第二阶段，我们将（3）开发 通过迭代测试过程的完整产品，共有25个SPS场景与Casel的SEL相符 框架（自我管理，自我意识，社会意识，关系技能和负责任的决定 制作）以及在线学生，家庭和教育者门户。然后，我们将（4）进行随机活动 控制试点研究以测试严重游戏对改善K1学生的社交情感行为的影响， 在欺凌情况下解决问题的能力，应对欺凌的自我效能感以及对行为的认识 构成欺凌。我们希望SEL严重的游戏在所有领域都会有了重大改进 与主动对照组相比。最后，我们（5）通过进行重点来准备商业化 与教育工作者组成的小组，以最终确定学校的完整产品和公式实施指南。 我们还将开发所有需要的在线培训演示和材料，最终确定在线报告功能以及 将电子商务功能集成到网站中。我们提出的产品将满足大量市场需求 第一个严格测试了与年轻学生进行SEL欺凌预防的严肃游戏。我们已经 通过个性化学习Games，Inc。获得了通往市场的途径。致力于提供产品。