Randomized Trial of a Peer Resistance Skill-Building Game for Hispanic Early Adolescent Girls

Norris, Anne E.; Hughes, Charles E.; Hecht, Michael L.; Peragallo, Nilda; Nickerson, David M.

doi:10.1097/nnr.0b013e318276138f

Cited by 25 publications

(46 citation statements)

References 36 publications

(34 reference statements)

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“…“Digital puppetry,” or the real-time animation of human-controlled virtual characters, or avatars, is a technology that can be used to create a highly interactive simulation game play experience (Norris, Hughes, Hecht, Peragallo, & Nickerson, 2013). Highly interactive games are assumed to be highly engaging (Charoenying, 2010) and thus more effective for teaching and training (Dickey, 2005; Salen & Zimmerman, 2004; Vogel et al, 2006).…”

Section: Introductionmentioning

confidence: 99%

“…The purpose of this methodologic paper is to assess the reliability and validity of using Guerrero’s (2005) rating system for assessing involvement in human dyadic interpersonal interactions as a measure of player involvement in the human–avatar interactions occurring in a skill-building simulation game called DRAMA-RAMA™ (Norris et al, 2013). This rating system provides an opportunity to add an objective measure to the battery of current engagement instruments that are reliant on self-report data.…”

Section: Introductionmentioning

confidence: 99%

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Quantifying engagement: Measuring player involvement in human–avatar interactions

Norris

Weger

Bullinger

et al. 2014

Computers in Human Behavior

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This research investigated the merits of using an established system for rating behavioral cues of involvement in human dyadic interactions (i.e., face-to-face conversation) to measure involvement in human-avatar interactions. Gameplay audio-video and self-report data from a Feasibility Trial and Free Choice study of an effective peer resistance skill building simulation game (DRAMA-RAMA™) were used to evaluate reliability and validity of the rating system when applied to human-avatar interactions. The Free Choice study used a revised game prototype that was altered to be more engaging. Both studies involved girls enrolled in a public middle school in Central Florida that served a predominately Hispanic (greater than 80%), low-income student population. Audio-video data were coded by two raters, trained in the rating system. Self-report data were generated using measures of perceived realism, predictability and flow administered immediately after game play. Hypotheses for reliability and validity were supported: Reliability values mirrored those found in the human dyadic interaction literature. Validity was supported by factor analysis, significantly higher levels of involvement in Free Choice as compared to Feasibility Trial players, and correlations between involvement dimension sub scores and self-report measures. Results have implications for the science of both skill-training intervention research and game design.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Quantifying engagement: Measuring player involvement in human–avatar interactions

Norris

Weger

Bullinger

et al. 2014

Computers in Human Behavior

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“…124 Different design features as well as content can also draw particular target groups, such as the use of avatars designed to appeal to a younger audience. 125 Ensuring that the intervention is tailored to the target group while recognising heterogeneity and remaining widely relevant is an inherent design tension. In practice there may be a trade-off between meeting the 'niche' needs of a target population and maximising breadth and reach of the intervention.…”

Section: Target Populationsmentioning

confidence: 99%

Sexual health promotion for young people delivered via digital media: a scoping review

et al. 2015

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BackgroundYoung people are at risk of poor sexual health and are, therefore, in need of comprehensive, effective sexual health education. Young people are confident and constant users of digital technology, such as the internet and mobile phones, and there are many innovative possibilities for sexual health education involving these technologies.ObjectivesTo summarise evidence on effectiveness, cost-effectiveness and mechanism of action of interactive digital interventions (IDIs) for sexual health; optimal practice for intervention development; contexts for successful implementation; research methods for digital intervention evaluation; and the future potential of sexual health promotion via digital media.DesignLiterature review of evidence on digital interventions for sexual health for young people, integrating the findings with the views of young people, parents and experts in digital media/sexual health. IDIs are defined as digital media programmes that provide health information and tailored decision support, behaviour-change support and/or emotional support. We focus on sexual well-being for young people aged 13–24 years in the UK.ResultsThere are many imaginative IDIs for sexual health promotion, but few interventions address issues that are important to young people, such as sexual pleasure and relationships. It is vital to collaborate with young people and to use Behaviour-Change Theory in designing interventions. We located 19 randomised controlled trials of IDIs for sexual health promotion for young people, finding a moderate effect on sexual health knowledge [standardised mean difference (SMD) 0.54, 95% confidence interval (CI) 0.17 to 0.92], a small effect on confidence (self-efficacy) (SMD 0.11, 95% CI 0.02 to 0.20) and a positive effect on sexual behaviour (odds ratio 1.28, 95% CI 1.01 to 1.61), but no significant effects on safer sex intention or biological outcomes. One study suggests that IDIs may be as good as face-to-face interventions for sexual health knowledge and safer sex intention. There are no existing data on the cost-effectiveness of IDIs for sexual health promotion. The impact of an IDI will be determined by the proportion of the target population reached, intervention efficacy, adoption in a setting, how well it is delivered and maintenance/sustainability. All of these elements must be addressed for IDIs to be successful. More collaboration is needed to capitalise on the knowledge of users and stakeholders, the design and software skills of the commercial sector and the theoretical expertise and evaluation skills of academia.ConclusionsIDIs are effective for knowledge acquisition and sexual behaviour, and could usefully contribute to sexual health education in schools, in clinic settings and online; however, there are obstacles to overcome, such as access to information technology and ensuring the quality and safety of interventions.Future workMore evidence is needed on the best designs for interventions (e.g. choice of behaviour-change mechanisms and interactive features) and the best models of delivery (e.g. setting, modes of delivery, methods of facilitation and support for engagement) to improve sexual behaviour, biological outcomes and sexual well-being in a cost-effective way.FundingThe National Institute for Health Research Public Health Research programme.

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“…These focus groups were conducted as part of a program of research that developed and tested the use of a peer resistance skill building, live simulation computer game, involving digital puppetry. Peer resistance skills were taught as part of a developmentally appropriate, culturally tailored pregnancy prevention intervention for Hispanic early adolescent (ages 11–14) girls (see also Norris, Hughes, Hecht, Peragallo, & Nickerson, 2013). Study measures assessed: demographic characteristics, including questions about onset of menses; peer resistance self-efficacy (DiIorio et al 2001); peer resistance intentions and behaviors; sexual intentions (Kirby, Korpi, Barth, & Cagampang, 1997); and sexual behaviors (Barnett, 2006).…”

Section: An Illustrationmentioning

confidence: 99%

Adapting Cognitive Interviewing for Early Adolescent Hispanic Girls and Sensitive Topics

2014

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Cognitive interviewing is a research technique commonly used in survey research to improve measurement validity. However, this technique is useful to researchers planning to use self-report measures in intervention research because invalidity of such measures jeopardizes detection of intervention effects. Little research currently exists regarding the use of cognitive interviewing techniques with adolescent populations, particularly those who are Hispanic. This article describes common challenges to conducting cognitive interviewing with early adolescent girls and how these challenges are impacted by Hispanic culture and sensitive topics. A focus group approach is recommended over the traditional one-on-one cognitive interview format, and experiences from actual focus groups, conducted in preparation for an intervention study are used to illustrate strategies for accomplishing the goals of cognitive interviewing. Creative and careful planning, attention to developmental considerations, and incorporation of cultural values are essential to the success of this approach.

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Randomized Trial of a Peer Resistance Skill-Building Game for Hispanic Early Adolescent Girls

Cited by 25 publications

References 36 publications

Quantifying engagement: Measuring player involvement in human–avatar interactions

Quantifying engagement: Measuring player involvement in human–avatar interactions

Sexual health promotion for young people delivered via digital media: a scoping review

Adapting Cognitive Interviewing for Early Adolescent Hispanic Girls and Sensitive Topics

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