Tyree S. Cowell
ABSTRACT
It is now an unfortunate, yet well-known, fact that approximately 1 in 5 women (∼18%) report lifetime exposure to sexual assault [7]. These statistics, among others, highlight the ever-present need for comprehensive sex education, particularly with regards to consent and relationship norms. Unfortunately, without cohesive or consistent implementation processes for sex education, a highly diverse “patchwork” of sex education laws and practices exist in the United States [3]. In response to these issues, our team decided to make a scenario-based video game to teach incoming college freshmen about common situations that may happen at a college party, and the best ways to handle those situations. ‘Survive the Party’ is a scenario-based experiential learning game where learners play as a ghost that is haunting a college party. The ghost floats around the party and ‘overhears’ various conversations between individuals of different backgrounds, genders, and sexual identities. At certain points in each scenario, the ghost can step in and make decisions about how the scenario should play out. In this paper, we will describe our background research, our targeted learning goals, the game itself, possible applications for our game in educational settings, and finally, opportunities for future work.
Supplemental Material
- Arnab, S., Brown, K., Clarke, S., Dunwell, I., Lim, T., Suttie, N., ... & De Freitas, S. (2013). The development approach of a pedagogically-driven serious game to support Relationship and Sex Education (RSE) within a classroom setting. Computers & Education, 69, 15-30.Google Scholar
Digital Library
- Brown, K., Arnab, S., Bayley, J., Newby, K., Joshi, P., Judd, B., ... & Clarke, S. (2012). Tackling sensitive issues using a game-based environment: serious game for relationships and sex education (RSE).Google Scholar
- Hall, K. S., Sales, J. M., Komro, K. A., & Santelli, J. (2016). The state of sex education in the United States. Journal of Adolescent Health, 58(6), 595-597Google ScholarCross Ref
- Helyer, R. (2015). Learning through reflection: the critical role of reflection in work-based learning (WBL). Journal of Work-Applied Management, 7(1), 15-27.Google ScholarCross Ref
- Irons, A., & Elkington, S. (2021). Enhancing learning through formative assessment and feedback. Routledge.Google ScholarCross Ref
- Lin, X., Hmelo, C., Kinzer, C. K., & Secules, T. J. (1999). Designing technology to support reflection. Educational technology research and Development, 47(3), 43-62.Google Scholar
- Santelli, J. S., Grilo, S. A., Choo, T. H., Diaz, G., Walsh, K., Wall, M., ... & Mellins, C. A. (2018). Does sex education before college protect students from sexual assault in college?. PloS one, 13(11), e0205951.Google ScholarCross Ref
- Shannon, A., Boyce, A., Gadwal, C., & Barnes, T. (2013). Effective practices in game tutorial systems.Google Scholar
- Wang, X., Talluri, S. T., Rose, C., & Koedinger, K. (2019, June). UpGrade: Sourcing student open-ended solutions to create scalable learning opportunities. In Proceedings of the Sixth (2019) ACM Conference on Learning@ Scale (pp. 1-10).Google ScholarDigital Library
- Yetik, S. S., Akyuz, H. I., & Keser, H. (2012). Preservice teachers’ perceptions about their problem solving skills in the scenario based blended learning environment. Turkish Online Journal of Distance Education, 13(2), 158-168.Google Scholar
Index Terms
- “Survive the Party”: An Educational Game about Relationships and Consent.
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