Bridging behavior science and gaming theory: Using the Intervention Mapping Protocol to design a serious game against cyberbullying |
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| Affiliation: | 1. Ghent University, Faculty of Medicine and Health Sciences, Department of Movement and Sport Sciences, Belgium;2. University of Antwerp, MIOS, Department of Communication Studies, Belgium;1. Bartiméus, Doorn, the Netherlands;2. Donders Institute for Brain, Cognition and Behaviour, Radboud University Nijmegen, the Netherlands;3. Department of Clinical Child and Family Studies, Vrije Universiteit Amsterdam, The Netherlands & Amsterdam Public Health Research Institute (APH), Amsterdam, the Netherlands;1. DITEN, University of Genoa, Via Opera Pia 11A, 16145 Genoa, Italy;2. Industrial Design, Eindhoven University of Technology, P.O. Box 513, 5600 MB Eindhoven, Netherlands;3. School of Computing, University of Eastern Finland, P.O.B. 111, FI-80101 Joensuu, Finland;4. Bremer Institut für Produktion und Logistik, University of Bremen, Hochschulring 20, 28359 Bremen, Germany;1. Department of Health Promotion and Behavioral Sciences, The University of Texas Health Science Center at Houston (UTHealth), Houston, TX, United States;2. Department of Obstetrics and Gynecology, The University of Texas Medical Branch (UTMB) Health, Galveston, TX, United States |
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| Abstract: | IntroductionThe Intervention Mapping Protocol (IMP) was applied to the design of a serious game against cyberbullying among adolescents (12–14y).MethodThe IMP comprises 6 predefined steps. A systematic review assessed the cyberbullying problem and associated health risks (Step 1). Surveys and focus groups collected information on behavior and its determinants from adolescents (surveys, n = 1979 and n = 453; focus groups, n = 69), parents (surveys, n = 48 and n = 323) and educators (survey, n = 451) (Step 1, 2). Meta-analyses analyzed effective methods for cyberbullying programs and serious games (Step 3). A survey (n = 530) and focus groups (n = 69 adolescents, n = 8 adolescents) assessed preferences and program material appreciation (Step 4). Planned activities for step 5 (implementation) and step 6 (effectiveness) are reported.ResultsTargeting positive bystander behavior (defending, reporting and comforting) was chosen as a viable approach to reduce cyberbullying. Bystander behavior differed by context and was predicted most by positive outcome expectations for the victims. Adolescents valued educator and parental support. Predictors for educator behavior and parental support are described. Serious game design was based on effective change methods and features, and took stakeholder and user preferences into account.ConclusionFindings may aid professionals in evidence- and theory-based design of cyberbullying interventions and serious games. |
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| Keywords: | Cyberbullying Serious game Bystanders Adolescence Intervention Mapping |
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