Huang Tien-Chi, Chen Yu-Jie
Department of Information Management, National Taichung University of Science and Technology, Taichung, Taiwan.
Front Psychol. 2022 May 20;13:812793. doi: 10.3389/fpsyg.2022.812793. eCollection 2022.
Drug abuse has been and continues to be, a common social issue worldwide, yet the efficiency of widely adopted sweeping speech for anti-drug campaigns has proven inefficient. To provide students with a safe and efficient learning situation related to drug refusal skills, we used a novel approach rooted in a serious learning game and concept map during a brief extracurricular period to help students understand drugs and their negative effects. The proposed game-based situational learning system allowed all students to participate simultaneously and individually in multiple scenarios of drug temptation posed by peers and classmates to practice responding and refusing drugs in school and community settings. Moreover, to explore whether different personality traits (such as the Big Five personality traits) result in different anti-drug responses, we used a serious game to conduct an anti-drug experiment on 53 junior middle school students aged 13-15. Each participant's decision-making process was recorded in the serious game as behavioral patterns for lag sequential analysis (LSA). The outcomes revealed seven behavioral patterns including differentiation (D), acceptance (A), effective (ER) and ineffective responses (IR), effective (ES) and ineffective solution-seeking (IS), and failure to refuse (F). The GSEQ (Generalized Sequential Querier) which is a computer program for analyzing sequential observational data was used. The results indicated the following: (1) Neuroticism was performed at a relatively low level under the guidance of a concept map. (2) "Neuroticism" was associated with the lowest risk of accepting drugs. (3) Students with "openness to experiences" were at high risk of accepting drugs. (4) Almost all personality behavioral transition diagrams showed that failure to refuse (F) drugs was followed by inefficient seeking of help (SI) and inefficient refusal (RI). These findings provide reference points for designing adaptive anti-drug education programs.
药物滥用一直是且仍然是一个全球性的常见社会问题，然而，广泛采用的全面性禁毒宣传活动的效果已被证明是低效的。为了为学生提供与拒毒技能相关的安全且高效的学习情境，我们采用了一种新颖的方法，该方法基于一款严肃学习游戏和概念图，在课外短时间内帮助学生了解毒品及其负面影响。所提出的基于游戏的情境学习系统允许所有学生同时且单独地参与由同龄人及同学提出的多种毒品诱惑场景，以练习在学校和社区环境中应对和拒绝毒品。此外，为了探究不同的人格特质（如大五人格特质）是否会导致不同的禁毒反应，我们使用一款严肃游戏对53名13 - 15岁的初中学生进行了禁毒实验。在严肃游戏中，记录了每个参与者的决策过程作为滞后序列分析（LSA）的行为模式。结果揭示了七种行为模式，包括区分（D）、接受（A）、有效反应（ER）和无效反应（IR）、有效解决问题（ES）和无效寻求解决方案（IS）以及未能拒绝（F）。使用了GSEQ（广义序列查询器），这是一个用于分析序列观测数据的计算机程序。结果表明：（1）在概念图的指导下，神经质水平表现相对较低。（2）“神经质”与接受毒品的风险最低相关。（3）具有“开放体验”特质的学生接受毒品的风险较高。（4）几乎所有人格行为转变图都表明，未能拒绝（F）毒品之后是低效寻求帮助（SI）和低效拒绝（RI）。这些发现为设计适应性禁毒教育项目提供了参考依据。
