Brüll Phil, Ruiter Robert A C, Wiers Reinout W, Kok Gerjo
1 Department of Work and Social Psychology, Maastricht University , Maastricht, The Netherlands .
2 Department of Developmental Psychology, University of Amsterdam , Amsterdam, The Netherlands .
Games Health J. 2016 Dec;5(6):357-365. doi: 10.1089/g4h.2016.0016. Epub 2016 Sep 28.
Comprehensive sex education programs specifically designed for adolescents and young adults that take into account gender norms and cultural background have shown promise as a means of countering the high sexually transmitted infection rate in young people. Recently, digital gaming interventions delivered on computers or mobile devices have emerged as another way to promote safer sex behavior in a young population. Tailoring these computer-based interventions to their target population has been recognized to increase positive behavior outcomes. In this qualitative study, we investigated whether young female and male adults from two different cultural backgrounds (all living in Germany) would have different preferences and needs in relation to an educational game promoting safer sex.
We conducted four semistructured focus group interviews comprising open-ended questions with male and female participants who had either a German or a Turkish background. In total, 20 individuals, aged between 18 and 22 years, from two socially diverse and ethnically mixed vocational schools in Germany participated.
Independent of cultural background and gender, participants preferred a real-world design with a first-person visual perspective over a fantasy-like third-person perspective. Furthermore, they preferred highly customizable avatars. All participants mentioned the importance of including an alcohol-intoxicated avatar and most participants wanted there to be additional information available about various safer sex approaches and about the use of different barrier protection methods. Males and females reported similar preferences for the design of an educational game promoting safer sex, with the only difference being exactly how the topic of having sexual intercourse should be addressed in the game. Males preferred a direct approach, whereas females had a preference for treating this subject more sympathetically.
Educational games offer anonymity and can provide young people across different cultural backgrounds with gender-tailored opportunities to experiment with specific safer sex precautions in a nonthreatening virtual environment, free from unwanted parental control and peer monitoring.
专门为青少年和青年设计的综合性性教育项目，若能考虑到性别规范和文化背景，则有望成为降低年轻人高性传播感染率的一种手段。最近，通过电脑或移动设备进行的数字游戏干预已成为在年轻人群体中促进更安全性行为的另一种方式。人们认识到，针对目标人群量身定制这些基于电脑的干预措施可提高积极行为结果。在这项定性研究中，我们调查了来自两种不同文化背景（均生活在德国）的年轻成年男性和女性在一款促进更安全性行为的教育游戏方面是否会有不同的偏好和需求。
我们进行了四次半结构化焦点小组访谈，访谈包含开放式问题，参与者为具有德国或土耳其背景的男性和女性。共有20名年龄在18至22岁之间的个体参与，他们来自德国两所社会背景多样且种族混合的职业学校。
无论文化背景和性别如何，参与者更喜欢具有第一人称视觉视角的现实世界设计，而非类似幻想的第三人称视角。此外，他们更喜欢高度可定制的虚拟形象。所有参与者都提到了纳入一个醉酒虚拟形象的重要性，并且大多数参与者希望能有关于各种更安全性行为方法以及不同屏障保护方法使用的更多信息。男性和女性在促进更安全性行为的教育游戏设计方面报告了相似的偏好，唯一的区别在于游戏中应如何处理性交主题。男性更喜欢直接的方式，而女性则更倾向于更同情地对待这个主题。
教育游戏提供了匿名性，并且可以在无威胁的虚拟环境中为不同文化背景的年轻人提供量身定制的机会，让他们在不受父母不必要控制和同伴监督的情况下试验特定的更安全性行为预防措施。
