A serious-game for child sexual abuse prevention: An evaluation of Orbit

Jones, Christian; Scholes, Laura; Rolfe, Ben; Stieler-Hunt, Colleen

doi:10.1016/j.chiabu.2020.104569

Cited by 20 publications

(19 citation statements)

References 21 publications

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“…By analyzing the existing literature [38,27,49], the CSA education-specific functionality sub-scale was devised that inquires about the most important features of a CSA education app such as parents involvement in education, using scenarios that children can relate to, including education about grooming, etc. Studies show that parent's involvement in the CSA education programs is crucial [12].…”

Section: Findings and Discussionmentioning

confidence: 99%

“…The success of an app can be determined by the impact it has on its users. Continuous discoveries in the branches of computer science and mobile apps have assisted thousands of users in finding useful and sometimes life-saving information, including a large number of apps that are designed to provide different prevention education (e.g., sexual abuse prevention, drug abuse prevention) to users [37,38]. In apps regarding prevention education, the main goal is to increase awareness about crime or addiction and provide necessary information about the prevention of this problem.…”

Section: Perceived Impact Of App On Usersmentioning

confidence: 99%

“…Games help in keeping children engaged and make the learning process enjoyable [45]. CSA education using games can help children to learn the safety rules more profoundly [38]. Children can learn about the dangers of CSA while playing the game and also get to know how to prevent CSA effectively.…”

Section: Categorical Distribution Of Csa Education Appsmentioning

confidence: 99%

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A Systematic Review of Mobile Apps for Child Sexual Abuse Education: Limitations and Design Guidelines

Pritha,

Tasnim,

Kabir

et al. 2021

Preprint

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With the availability of many child sexual abuse (CSA) education apps in different app stores, the demand for an evaluation system has become necessary as little information regarding their evidence-based quality is available.The objectives of this study are understanding the requirements of a CSA education app, identifying the limitations of existing apps, and providing a guideline for better app design. An electronic search across three major app stores (Google Play, Apple, and Microsoft) is conducted and the selected apps are rated by three independent raters. Total 191 apps are found and finally, 14 apps are selected for review based on defined inclusion and exclusion criteria. An app rating scale for CSA education apps is devised by modifying existing scales and used to evaluate the selected 14 apps. Our rating scale evaluates essential features, criteria, and software quality characteristics that are necessary for CSA education apps, and determined their effectiveness for potential use as CSA education programs for children. The internal consistency of the rating scale and the inter and intra-rater reliability among the raters are also calculated. User comments from the app stores are collected and analyzed to understand their expectations and views. After analyzing the feasibility of reviewed apps, CSA app design considerations are proposed that highlight game-based teaching approaches. Evaluation results showed that most of the reviewed apps are not suitable for being used as CSA education programs. While a few may be able to teach children and parents individually, only the apps "Child Abuse Prevention" (rate 3.89 out of 5) and "Orbit Rescue" (rate 3.92 out of 5) could be deemed suitable for a school-based CSA education program. However, all those apps need to be improved both their software qualities and CSA-specific features for being considered as potential CSA education programs. This study provides the necessary knowledge to developers and individuals regarding essential features and software quality characteristics for designing and developing CSA education apps.

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Section: Findings and Discussionmentioning

confidence: 99%

Section: Perceived Impact Of App On Usersmentioning

confidence: 99%

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A Systematic Review of Mobile Apps for Child Sexual Abuse Education: Limitations and Design Guidelines

Pritha,

Tasnim,

Kabir

et al. 2021

Preprint

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“…Although these approaches show promise for providing therapeutic support to ACE exposed young people (61,62), there are some concerns. Firstly, the experiences of virtual realities are dependent on the inclusion of real-world knowledge to support the ability to engage and feel connected with the virtual environment.…”

Section: How Effective Are Digital Intervention In Supporting Young People Exposed To Aces?mentioning

confidence: 99%

Creative arts and digital interventions: A discussion for prevention and recovery from mental health consequences of Adverse Childhood Experiences (ACEs)

Shakoor¹,

Mankee-Williams²,

Otis³

et al. 2021

Preprint

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Adverse childhood experiences (ACEs) are a serious public health concern. They effect mental health across the lifespan, lead to social, emotional and cognitive impairment and reduce life expectancy by up to 20 years. Young people experiencing ACEs are highly vulnerable, and therapeutic service provision has limited capacity and in some places poor access (e.g. isolated rural localities). Research, policy and practice is becoming more cognisant of the needs of people living with the consequences of ACEs. However, individual and social factors (i.e. age, ethnic and gender identity, neurodiversity) are neglected. Arts interventions are recognised as offering significant benefits, especially for culturally diverse groups and young people, and for those with limited literacy or inability to verbally express and articulate their emotional worries. Digital and creative arts interventions offer a range of creative opportunities, involving emotional activation and processing, and all self-determined in terms of the degree of participation in preferred creative activities. So the interventions may be personalised and ensure ACE exposed young people are not re-traumatised and have a positive experience of therapeutic efforts. This paper provides a rapid scoping review of the empirical evidence on creative arts and digital interventions for prevention of ACEs and recovery from the mental health consequences of ACEs.

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“…The growing popularity and accessibility of multiplayer games afford opportunities for social interaction that are reshaping the nature of multimodal communication (Stone, Mills, and Saggers 2019). In line with increased game play, scholarship has focused on game-based learning (Gee 2003), making links to educational imperatives, such as media and literacy learning (Beavis 2014;Dezuanni 2018;Gee 2003;Marsh 2003), and mathematics and scientific concepts (Lane and Sherry 2017), with ongoing research into the potentials of serious games (Jones et al 2020;Scholes et al 2014), and gaming for education (Dezuanni, Beavis, and O'Mara 2015;Livingstone and Sefton-Green 2016).…”

Section: Video Games and Learningmentioning

confidence: 99%

Boys’ gaming identities and opportunities for learning

Scholes

Mills

Wallace

2021

Learning, Media and Technology

Self Cite

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This article addresses a gap in research about primary school boys' identification as 'gamers.' Drawing on a survey of 318 Year 3 (7-8 years old) students, the research identified boys' self-reported enjoyment for gaming, their frequency using digital devices, and their self-rated digital skills. Interviews with four boys from the survey also explored the lifeworlds of self-professed 'gamers.' Findings point to the salience of games for many boys' emerging identities and the inter-related nature of their experiences. We argue that teachers can capitalise on the strength of video games to create 'in-group' cultures and communities of practice in their classrooms to support learning.

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A serious-game for child sexual abuse prevention: An evaluation of Orbit

Cited by 20 publications

References 21 publications

A Systematic Review of Mobile Apps for Child Sexual Abuse Education: Limitations and Design Guidelines

A Systematic Review of Mobile Apps for Child Sexual Abuse Education: Limitations and Design Guidelines

Creative arts and digital interventions: A discussion for prevention and recovery from mental health consequences of Adverse Childhood Experiences (ACEs)

Boys’ gaming identities and opportunities for learning

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