Improving Sexual Health Education Programs for Adolescent Students through Game-Based Learning and Gamification

Hussein Haruna, Xiao Hu, Samuel Kai Wah Chu, Robin R. Mellecker, Goodluck Gabriel and Patrick Siril Ndekao
Additional contact information
Hussein Haruna: Faculty of Education, University of Hong Kong, Pokfulam Road, Hong Kong, China
Xiao Hu: Faculty of Education, University of Hong Kong, Pokfulam Road, Hong Kong, China
Samuel Kai Wah Chu: Faculty of Education, University of Hong Kong, Pokfulam Road, Hong Kong, China
Robin R. Mellecker: Faculty of Education, University of Hong Kong, Pokfulam Road, Hong Kong, China
Goodluck Gabriel: Animation Creation Department, Innovative Development Tanzania, 63 Galu Street, Ada Estate, Dar Es Salaam, Tanzania
Patrick Siril Ndekao: Directorate of Library Services, Institute of Finance Management, 5 Shaaban Robert Street 11101, Dar Es Salaam, Tanzania

IJERPH, 2018, vol. 15, issue 9, 1-26

Abstract: An effective innovative pedagogy for sexual health education is required to meet the demands of technology savvy digital natives. This study investigates the extent to which game-based learning (GBL) and gamification could improve the sexual health education of adolescent students. We conducted a randomized control trial of GBL and gamification experimental conditions. We made a comparison with traditional teaching as a control condition in order to establish differences between the three teaching conditions. The sexual health education topics were delivered in a masked fashion, 40-min a week for five weeks. A mixed-method research approach was uses to assess and analyze the results for 120 students from a secondary school in Dar Es Salaam, Tanzania. Students were divided into groups of 40 for each of the three teaching methods: GBL, gamification, and the control group (the traditional teaching method). The average post-test scores for GBL (Mean = 79.94, SD = 11.169) and gamification (Mean = 79.23, SD = 9.186) were significantly higher than the control group Mean = 51.93, SD = 18.705 ( F (2, 117) = 54.75, p = 0.001). Overall, statistically significant differences ( p ≤ 0.05) were found for the constructs of Motivation, Attitude, Knowledge, and Engagement (MAKE). This study suggests that the two innovative teaching approaches can be used to improve the sexual health education of adolescent students. The methods can potentially contribute socially, particularly in improving sexual health behaviour and adolescents’ knowledge in regions plagued by years of sexual health problems, including HIV/AIDS.

Keywords: sexual health education; sexual well-being; adolescent students; game-based learning; gamification; MAKE framework; randomized controlled trial; reduction unhealthy sexual behaviour; prevention STIs and HIV/AIDS; digital health technologies (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2018
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (6)

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