杂志文章%@ 2291- 9279% I JMIR出版物%V 9 %N卡塔尔世界杯8强波胆分析 4% P 19614 %T在低技术环境下为青少年进行性教育的游戏化:准实验设计研究%A Haruna,Hussein %A Okoye,Kingsley %A Zainuddin,Zamzami %A Hu,Xiao %A Chu,Samuel %A Hosseini,Samira %+写作实验室，蒙特雷科技未来教育研究所，Avenida Eugenio Garza Sada 2501 Sur，蒙特雷，64849，墨西哥，52 18134162370，harunahussein@gmail.com %K游戏化教学%K严肃游戏%K游戏化%K教育创新%K青少年学生%K数字一代%K电子学习%K低技术设置%D 2021 %7 12.10.2021 %9原始论文%J JMIR严肃游戏%G英语%X背景:随着不健康的性行为和随之而来的健康风险在青春期变得越来越普遍，性教育变得越来越重要。传统的性教育教学方法对于接触各种数字技术的数字原住民来说是有局限性的。利用对年轻一代有吸引力的技术应用的力量可能是性教育的一个有用的方法。目的:本研究的目的是提高性健康知识和与不健康的性行为相关的问题的理解，并解决在低技术环境中遇到的性健康和生殖健康挑战。方法:采用参与式设计方法开发数字游戏化方法。120名11-15岁的中学生样本被随机分配到实验组和对照组，分别接受3种教学方法:(1)游戏化教学(教学中真正的严肃游戏);2 .游戏化(GM;制作非游戏，如游戏式学习); and (3) traditional teaching (TT) methods. Results: The SG and GM approaches were more effective than TT methods in teaching sexual health education. Specifically, the average scores across groups demonstrated an increase of mean scores from the pre- to posttest (25.10 [SD 5.50] versus 75.86 [SD 13.16]; t119=41.252; P<.001 [2 tailed]). Analysis of variance indicated no significant differences across groups for pretest scores (F2,117=1.048, P=.35). Significant differences across groups were evident in the posttest scores. Students in the SG and GM groups had higher average scores than the TT group (F2,117=83.98; P<.001). Students reported increased learning motivation, attitude, know-how, and participation in learning (P<.001) when using SG and GM approaches. Conclusions: Digital health technologies (particularly teaching and learning through gamified instruction and other novel approaches) may improve sexual health education. These findings may also be applied by practitioners in health care settings and by researchers wishing to further the development of sex education. %M 34636739 %R 10.2196/19614 %U https://games.www.mybigtv.com/2021/4/e19614 %U https://doi.org/10.2196/19614 %U http://www.ncbi.nlm.nih.gov/pubmed/34636739