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Pregled bibliografske jedinice broj: 1017279

Evaluation of a serious game for changing students’ behaviour in bullying situation: A multi-method approach


Kolić-Vehovec, S., Smojver-Ažić, S., Martinac Dorčić, T., Rončević Zubković, B.
Evaluation of a serious game for changing students’ behaviour in bullying situation: A multi-method approach // Book of abstracts, XVI European congress of psychology
Moskva: Moscow University Press, 2019. str. 1567-1567 (poster, međunarodna recenzija, sažetak, znanstveni)


Naslov
Evaluation of a serious game for changing students’ behaviour in bullying situation: A multi-method approach

Autori
Kolić-Vehovec, S., Smojver-Ažić, S., Martinac Dorčić, T., Rončević Zubković, B.

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni

Izvornik
Book of abstracts, XVI European congress of psychology / - Moskva : Moscow University Press, 2019, 1567-1567

Skup
XVI European congress of psychology

Mjesto i datum
Moskva, Rusija, 2-5. 07. 2019

Vrsta sudjelovanja
Poster

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
Serious game, game evaluation, bullying, game metrics, multimethod

Sažetak
Serious games have become a popular tool for transferring knowledge and supporting change in behaviour, perception, or cognition, but there is still relatively little research about their effectiveness. In the eConfidence project (Horizon 2020), a serious game focused on improving helping behaviour of bystanders in bullying situations has been developed. The aim of the study was to test the effectiveness of the game in behavioural change of bystanders by using multi-method approach. Pilot application of the game was carried in 10 European schools in Spain, Malta, England and Ireland. Students (N=345) between 12 and 14 years of age participated in an experimental study. Before and after playing the game, students in all groups (experimental and control) completed an on-line questionnaire about their experience and behaviour in bullying situations, appropriate reactions in bullying situations as well as their behaviour in everyday social situations. For the experimental group players’ reactions during game-play were recorded. Playing game had no effect on knowledge about appropriate reactions in bullying situations, because students showed very good initial knowledge. In-game data showed that almost one third of players did not participate in bystander role Most of the students who participated in bystander role chose appropriate reaction in all game situations. For the rest of students, it took only one in-game try to make all correct choices. According to self-assessments, students who participated in the bystander role reported about more assertive behaviour in everyday situations in pre-test than students who did not participate in that role. This finding showed that students’ initial social behaviour determines their playing activities. The results indicate that multi-method approach could give important insight in interplay between individual characteristics and in-game behaviour that could affect game outcomes.

Izvorni jezik
Engleski

Znanstvena područja
Psihologija