Poster presented in the context of Youth+Tech+ Health (YTH) live Conference in San Francisco, April 2013. www.ythlive.org

1. Sara
Mathieu-­‐C.
Ph.D
Candidate
w
University
of
Montreal
w
sara.mathieu.char2er@umontreal.ca
w
@SmathieuC
In
Quebec
(Canada),
youth
aged
15
to
24
represent
64%
of
reported
cases
of
Bogost
said
that
if
it
is
hard
to
make
games
and
harder
to
make
good
games,
then
making
good
games
that
hope
to
serve
an
external
purpose
is
chlamydia
and
43%
of
gonorrhoea
(1).
harder
s7ll.
Despite
this
warning,
video
games
–
serious
games
-­‐
are
increasingly
recognized
to
have
poten7al
as
tools
for
health
educa7on
There
are
considerable
human
and
because,
for
instance,
they
offer
an
interac7ve
environment,
a
possibility
of
experien7al
learning
and
increase
accessibility
to
resources
(32-­‐33).
By
social
costs
associated
to
those
combining
learning
and
entertainment,
they
can
be
useful
in
the
preven7on
of
problems
such
as
sexual
transmiFed
infec7ons.
Notwithstanding
par2cular
sexually
transmiged
those
assump7ons,
there
is
no
shared
guideline
to
design
video
games
addressing
sexual
health
issues.
Therefore,
a
video
game
design
model
was
infec2ons
(STI)
and
their
preven2on
has
conceived
in
accordance
with
the
theore7cal
recommenda7ons
from
both
effec7ve
sexual
health
educa7on
programs
and
“fun”
video
games.
This
become
a
na2onal
priority
(2).
However,
model
is
presented
and
discussed
as
the
founda7on
of
a
sexual
health
video
game
targe7ng
Canadian
youth.
if
sexual
health
educa2on
(SHE)
has
been
recognized
as
a
good
strategy
to
prevent
STIs
and
promote
sexual
health
(3),
there
is
currently
no
systema2c
Video
games
as
a
medium
for
SHE
has
many
school-­‐based
SHE
in
Quebec
(4).
There
is
advantages:
It
can
be
repeated,
anonymous,
SEXUAL
HEALTH
EDUCATION
VIDEO
GAME
individualised,
interac2ve
(32).
It
can
take
place
a
need
for
innova2on
to
remedy
this
SEXUAL
Generic
framework:
A
Theory
of
Fun
(10)
,
in
a
secure
se~ng
that
allows
trial
and
error
situa2on
and
give
youth
the
tools
Generic
framework:
Interven2on
Mapping
(9),
Precede-­‐Proceed…
HEALTH
Rules
of
Play
(11),
The
Art
of
Game
Design
(12) (33).
It
also
offers
a
fast
and
low
cost
needed
to
make
informed
decisions
…
dissemina2on
(32).
regarding
their
sexuality.
As
other
VIDEO
GAME
authors
have
illustrated,
educa2onal
To
develop
Depends
on
the
type
The
scoping
study
revealed
the
gap
in
the
video
games
(serious
game,
game
for
exis7ng
literature
on
video
game
design
when
competencies:
Make
of
game
(21)
health)
could
be
part
of
the
solu2on
in
Complex
skills
based
• Master
content
it
comes
to
SHE.
Few
studies
give
opera7onal
terms
of
efficacy
and
efficiency
(32-­‐33).
If
informed
guidelines
(34)
even
if
a
growing
number
of
on
the
mobiliza2on,
• Master
videogames
are
to
be
used,
a
proper
decisions
Win
the
researchers
are
interested
in
SHE
video
games
combina2on
and
OBJECTIVE
structures,
(15,32,35–37).
design
model
has
to
be
followed
so
that
effec2ve
use
of
regarding
game.
systems,
process
the
game
is
both
entertaining
and
internal
and
sexual
• Communicate
et
The
model
reveals
compa7bili7es
and
educa2onal.
This
represent
a
external
resources
cooperate
considerable
challenge
given
that
video
(13).
health.
conflicts
when
it
comes
to
objec2ve,
process,
• Take
decisions
…
product
and
finality.
Those
elements
can
be
game
design
is
s2ll
in
its
infancy.
useful
to
orient
pedagogical
and
game
design
• Problema2c
and
…should
guide…
decisions
to
develop
a
SHE
video
game
that
is
emblema2c
both
educa2onal
and
“fun”.
• Rules
and
game
Present
a
video
game
design
model
situa2ons.
Address
that
integrates
recommenda2ons
• Protec2ve
and
Solve
mechanics
(11)
These
are
some
of
the
prac7cal
situa7ons
• Challenges
(22)
recommenda7ons
derived
from
the
model.
from
both
effec2ve
sexual
health
risky
behaviors.
problems
in
related
to
PROCESS
• Progression
(22)
educa2on
programs
and
“fun”
video
• Adaptable
(level
of
order
to
• Balance
(12,23,24)
OBJECTIVE
games
based
on
theore2cal
and
dev.,
culture,
etc.)
sexual
win.
• Interface
(22)
• Games
more
compa2ble
to
SHE
prac2cal
literature.
• Interac2ve
health.
• Avatars
(25)
competencies
should
be
privileged
like
role
• Feedback
playing
and
adventure
games
(38).
• Feedback
(26)
• Integrates
external
• Alterna2on
between
learning
and
…should
impact…
• Realism
(27)
resources
and
entertainment
should
be
avoided
(25)
.
Based
on
Arksey
and
O’Malley
(5)
environment
(14-­‐16)
PROCESS
• Problem
solving
approach
is
central
to
both
framework,
a
scoping
study
was
SHE
and
video
game
design
(25,39,40).
conducted
to
summarise
research
Determinants
(9,17–19)
Effects
on
Determinants
(28-­‐29)
• Games’
problems
(challenges)
should
be
findings.
It
is
known
as
a
suitable
• Knowledge
Engage-­‐ • Presence
realis2c,
adaptable
&
emblema2c.
methodology
to
compare
sexual
• A~tude
ment
in
• Flow
• Problems
should
follow
a
balanced
game
interven2on
models
(6).
Relevant
• Skill
behavior
PRODUCT
• Absorp2on
progression.
playing
studies
published
aLer
2002
were
• Percep2on
(risk)
determi-­‐ • Dissocia2on
• Game
rules
and
feedback
should
reflect
iden2fied
using
Google
Scholar
(7).
• Social
Norm
video
game.
• Immersion
social
rules
and
norms.
nants.
Going
through
a
itera2ve
process,
• Self-­‐Efficacy…
• Emo2onal
• Avatars
and
interface
are
elements
not
to
data
was
first
charted
according
to
response…
be
taken
lightly
(25,
40)
.
…should
reflect…
PRODUCT
key
issues
and
then
organised
according
to
Legendre
(8)
conceptual
• Engagement
determinants
should
preoccupy
researchers
as
much
as
sexual
model
to
produce
general
design
• Concep2on
of
• Concep2on
of
behaviour
determinants.
recommenda2ons
specific
to
SHE
“sexuality”,
“game”,
“play”,
Sexual
Entertain-­‐ • Without
engagement,
sexual
health
benefits
video
games.
“sexual
health”
(3)
FINALITY
“playfulness”
(11-­‐30)
probably
won’t
occur.
• Values
and
health
ment
• Values
(31)
and
FINALITY
mo2va2ons
(20)
mo2va2on
(12)
• Concepts
and
codes
from
both
domains
have
to
be
explicit
and
shared
(12).
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