Drug prevention programs that migrate to the web are interactive, but mostly fail to engage youth andmaximize program exposure. An alternative approach considers gamification with animated sequences anduses machine learning algorithms based on Markov Decision Processes to stimulate youths' curiosity,engage them in a real-world scenario that requires real-time strategic thinking. In this Phase I SBIR, wepropose to design, build, and test an alpha prototype for Skills-Based Learning (SBL) Online, a fully gamifieddrug abuse prevention program. Gamification studies now conclusively show that youth can and do learn fromplaying videogames, particularly when they feel immersed in the game, maintain high levels of curiosity, andform a social identity or close attachment to the characters in the game. Programs also stimulate learningwhen they provide scaffolding, using guiding, coaching, and modeling that help youth master skills andadvance to new challenge levels. In addition, the game has to be responsive to the player, incorporate their in-game behavior, and tailor play to their skill levels as opposed to delivering a prefixed program. When theseelements of a videogame come together, they have been shown to stimulate higher order thinking andproblem-solving skills that have value in the real-world. We propose to blend instructional design principleswith state-of-the-art gamification using machine learning algorithms to create a realistic animated game thatteaches decision-making, problem-solving, and social skills. The game involves animation, brief videovignettes, non-playing characters, and a personalized pedagogical agent (an avatar) to guide youth through asimulated environment that presents them with realistic social interactional challenges. The program targetsyouth in early adolescence (ages 11 to 13), a period when they face numerous developmental challenges thatwhen successfully negotiated helps them crystallize an identity. Shifting tides of influence from parents topeers, seeking emotional independence and greater autonomy plus the adoption of formal operationalreasoning are a few of the many factors that fuel "storm and stress" during adolescence. This Phase Iapplication will coalesce the strengths of prevention and computer scientists to build and test an alphaprototype of SBL Online. The study combines formative evaluation using focus groups to learn more about thenature of youths' social interactions, the settings in which they encounter peer pressure, their perceptions ofrisky behavior, future orientation, and problem-solving skills they employ to offset life's pressures. Usabilitytesting iteratively covers early and later build phases, plus active playtesting using think-aloud techniques. Asecond thrust involves obtaining input from key stakeholders (middle school teachers, youth service providers)to ascertain the program's developmental and cultural appropriateness and commercial potential. Thetechnology partner (3C) has an extensive acumen building and commercializing social emotional learning-based health-related applications for children and youth including projects with the investigators.
Public Health Relevance Statement: NARRATIVE
Adolescent drug use, including the consumption of alcohol, cigarettes and marijuana, remain significant
health and social problems that require the development of effective preventive strategies. This research
advances game-based learning with an online drug prevention program that can be delivered alone or in
conjunction with other classroom-based instructional strategies. Moreover, this intervention combines
emerging instructional design and learning theories in combination with evidence-based prevention science to
create a fun, engaging, and immersive experience.
Project Terms: Adolescence ; 12-20 years old ; adolescence (12-20) ; Adoption ; Adult ; 21+ years old ; Adult Human ; adulthood ; Age ; ages ; Alcohol consumption ; Alcohol Drinking ; EtOH drinking ; EtOH use ; alcohol ingestion ; alcohol intake ; alcohol product use ; alcohol use ; alcoholic beverage consumption ; alcoholic drink intake ; ethanol consumption ; ethanol drinking ; ethanol ingestion ; ethanol intake ; ethanol product use ; ethanol use ; Assertiveness ; Behavior ; Biophysics ; biophysical foundation ; biophysical principles ; biophysical sciences ; Child ; 0-11 years old ; Child Youth ; Children (0-21) ; youngster ; Computers ; Crystallization ; Curiosities ; Decision Making ; Pharmaceutical Preparations ; Drugs ; Medication ; Pharmaceutic Preparations ; drug/agent ; Elements ; Environment ; Face ; faces ; facial ; Family dynamics ; family structure/dynamics ; Feedback ; Focus Groups ; Future ; Geography ; Goals ; Health ; Health Promotion ; Salutogenesis ; promoting health ; Institutes ; Interview ; Learning ; Life Cycle Stages ; Life Cycle ; life course ; Marijuana ; marihuana ; Methods ; Motivation ; Perception ; Play ; pressure ; Problem Solving ; Psychosocial Factor ; psychosocial variables ; Puberty ; Recreation ; Research ; Research Personnel ; Investigators ; Researchers ; Rewards ; Role ; social role ; Science ; Social Identification ; Social Identity ; Social Interaction ; Social Problems ; social disturbance ; Socialization ; Stress ; Teaching Method ; instructional practice ; instructional strategy ; teaching methodology ; Technology ; Testing ; Thinking ; thoughts ; Time ; Video Games ; videogame ; Work ; Competence ; Risk Behaviors ; Risky Behavior ; at risk behavior ; Youth ; Youth 10-21 ; Social Network ; Educational Models ; Instructional Models ; educational methods ; educational practices ; educational principles ; base ; improved ; Procedures ; Phase ; Evaluation ; insight ; Fostering ; School-Age Population ; school age ; Drug usage ; drug use ; Internet ; WWW ; web ; world wide web ; Instructional Technology ; Shapes ; scaffolding ; scaffold ; Nature ; Knowledge ; Life ; animation ; programs ; mechanical ; Mechanics ; Scientist ; Techniques ; Peer Pressure ; age group ; experience ; Performance ; computer science ; Cigarette ; skills ; Preventative strategy ; Preventive strategy ; Prevention strategy ; Prevention program ; peer ; Negotiating ; Negotiation ; Mediation ; research study ; interpersonal competence ; interpersonal competency ; social competence ; social competency ; social skills ; Prevention ; social ; Emotional ; Modeling ; Sampling ; parent influence ; parental influence ; theories ; junior high ; middle school ; junior high school ; Intervention Strategies ; interventional strategy ; Intervention ; Health Educators ; drug addiction prevention ; drug use prevention ; prevent drug abuse ; prevent drug addiction ; prevent drug use ; drug abuse prevention ; Address ; Small Business Innovation Research Grant ; SBIR ; Small Business Innovation Research ; Process ; Development ; developmental ; pandemic disease ; pandemic ; Instruction ; adolescent drug use ; youth drug use ; digital ; design ; designing ; Outcome ; Drug Prevention Program ; peer influence ; Evidence based program ; usability ; prototype ; evidence base ; early adolescence ; Middle School Faculty ; Middle School Teachers ; Prevention trial ; educational atmosphere ; classroom environment ; college atmosphere ; collegial atmosphere ; collegiate atmosphere ; education atmosphere ; educational environment ; intellectual atmosphere ; learning atmosphere ; learning environment ; school atmosphere ; school climate ; training atmosphere ; university atmosphere ; Game Based Learning ; learning outcome ; pedagogy ; formative assessment ; formative evaluation ; recruit ; service providers ; Facebook ; machine learning algorithm ; machine learned algorithm ; Immersion ; Home ; multi-ethnic ; multiethnic ;
