Validación del juego Papo Reto como un dispositivo pedagógico para adolescentes en el contexto de la sexualidade

Souza, Vania de; Ramos, Keyla Carla; Matozinhos, Fernanda Penido; Fonseca, Rosa Maria Godoy Serpa da

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Brasil

Revista Brasileira de Enfermagem

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Brasil

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Sumário

ORIGINAL ARTICLE • Rev. Bras. Enferm. 73 (suppl 4) • 2020 • https://doi.org/10.1590/0034-7167-2019-0052 copiar

Validación del juego Papo Reto como un dispositivo pedagógico para adolescentes en el contexto de la sexualidade

Autoría SCIMAGO INSTITUTIONS RANKINGS

RESUMEN

Objetivos:

validar el juego en línea Papo Reto para abordar la sexualidad en la adolescencia según las categorías: Aspectos técnicos y estéticos; Dinámica; Lúdico; Contenido; Potencial pedagógico.

Métodos:

un estudio descriptivo cuantitativo con instrumento de recolección en línea, compuesto por 5 categorías con 85 variables. Doce jueces participaron en la evaluación. El procesamiento de datos se realizó con Stata 14.0 y el análisis con el Índice de Validez de Contenido (IVC) y el Alfa de Cronbach (α).

Resultados:

el coeficiente α mostró una confiabilidad muy alta (α=0.95) para la categoría Lúdico, y una alta confiabilidad (α≥ 0.75) para las demás. De las 85 variables, 84 fueron validadas por al menos uno de los jueces con IVC=1. Aunque el juego fue validado en las 5 categorías, las variaciones en los coeficientes Alpha (α) y IVC demostraron ser fundamentales para las nuevas producciones.

Conclusiones:

la diversidad de los métodos adoptados contribuyó a la fiabilidad del resultado, y las variables analizadas expresaron la idoneidad del juego.

Descriptores:
Validación; Adolescente; Sexualidad; Juego; Dispositivo Pedagógico

Variables	Nº	%
Academic training
Nursing	9	75.00
Psychology	1	8.33
Pedagogy	1	8.33
Biological Sciences	1	8.33
Position
Professor	11	91.66
Researcher	1	8.33
Academic degree
PhD	8	66.67
Postdoc	4	33.33
Time of experience
> 10 years	6	50.00
≥ 5 to≤ 10 years	3	25.00
≥ 3 to < 5 years	2	16.67
≥1 to < 3 years	1	8.33
<1 year	0	-
Main occupation areas
SG 1^* * Specific Group 1; - Education, Adolescence, Sexuality and Sexually Infected Transfers	4	33.33
SG 2^ Specific Group 2; - Health Education and Educational Games	4	33.33
SG 3^* ***** Specific Group 3. - Education, Adolescence, Gender and Violence in Intimate Relations	4	33.33

Category	Cronbach's Alpha (α)
Technical and esthetic aspects	0.82
Content	0.79
Dynamics	0.81
Playfulness	0.95
Pedagogical potential	0.89

Category	SG number^* * Number of Specific Group/Details of the variables validated by number of Specific Group;	Validated Variables
Technical and esthetic aspects	3	Access to the game via internet (SG 1, 2 and 3) ^ The information in parentheses corresponds to each Specific Group by validated variable. ; Opening sequence of the settings (SG 1, 2 and 3); Use of open questions (SG 1, 2 and 3); Format of presentation of the ranking of the most scored players (SG 1, 2 and 3); Access to comments received (SG 1, 2 and 3); Name of the tab "Where to get help?" (SG 1, 2 and 3); Possibility of players being able to denounce others and language used (SG 1, 2 and 3).
	2	Name of the game (SG 2 and 3) ^ The information in parentheses corresponds to each Specific Group by validated variable. ; Ease of use for the first access user (SG 2 and 3); Possibility for the user to participate in the game without having advanced technological knowledge (SG 2 and 3); Presentation of the game's homepage (SG 2 and 3); Use of graphic elements, colors and layout of the game's initial screen (SG 2 and 3); Constitution of the Game map in five settings (SG 2 and 3); Use of a "Usage Guide" in which all game rules are specified (SG 2 and 3); Use of closed questions (SG 1 and 3); Design and designation of medals (SG 2 and 3); Design and denomination of the trophies (SG 2 and 3); Use of a wall with the presentation of collaborations (SG 2 and 3), trophies and medals of players; Using the "Get it?" tab as a consultation space for players (SG 1 and 3); Presentation format of the "Get it?" tab (SG 1 and 3); Denomination "Get it?" (SG 1 and 3); Using the "Where to get help?" tab as a space where phones and addresses of support services for players are made available (SG 1 and 3); Presentation format of "Where to get help?" (SG 1 and 3); Possibility for players to be able to communicate with the game administrators through the "Contact Us" tab (SG 1 and 3).
	2	Possibility of players being totally blocked from the game, after being denounced by at least three different players and after assessment by the game administrators (SG 1 and 3)^ The information in parentheses corresponds to each Specific Group by validated variable. ; Possibility for players to have their answer, comment or situation posted automatically blocked in the game, after the complaint of at least three different players (SG 1 and 3); Game style for the target audience (SG 2 and 3).
	1	Ability of the game to be run on different brands, models and computer configurations (SG 1)^ The information in parentheses corresponds to each Specific Group by validated variable. ; Avatars that are used in the game (SG 2); Information presented in the "How to Play" tab (SG 2); How to display players on the screen (SG 2); and Use of the "Indicate a school" tab, in which players can indicate a school for making the game available (SG 3).
Dynamics	3	Player be represented by an avatar and be identified by a nickname, of their choice (SG 1, 2 and 3)^ The information in parentheses corresponds to each Specific Group by validated variable. ; Division of the game by settings, for a progressive and in-depth approach to themes related to sexuality (SG 1, 2 and 3); Use of pre-defined themes related to each setting, with the exception of the street (SG 1, 2 and 3); Possibility for players to be able to return and play in the settings already conquered (SG 1, 2 and 3); Punctuation to be obtained by the largest number of problem situations answered and by the interaction with peers (SG 1, 2 and 3); Possibility for players who conquered certain missions in the game and become collaborators, being able to post their own situations in the game (SG 1, 2 and 3); and Use of a wall that summarizes the users' performance (SG 1, 2 and 3).
	2	The street is the only free setting for posting any topic (SG 2 and 3)^ The information in parentheses corresponds to each Specific Group by validated variable. ; Possibility for players to be able to respond or assess the situations, according to their interest (SG 2 and 3); Possibility of the likes received granting a higher score in the game (SG 1 and 2); and Use of a ranking, which reveals the eleven most scored players and the position of the logged player (SG 2 and 3).
	1	Game format with presentation of problem situations, responses, comments and the options I liked, I didn't like or I didn't understand (SG 3)^ The information in parentheses corresponds to each Specific Group by validated variable. ; Possibility for players to be able to change his nickname and avatar in the game's profile tab, at any time during the game (SG 3); Form of release and access to the game's settings according to the players' score (SG 2); and Impossibility of players having the right to reply and rejoice to the comments received (SG 1).
Playfulness	2	Ability of the adolescent to be involved with the game (SG 2 and 3) ^ The information in parentheses corresponds to each Specific Group by validated variable. ; Originality of the game (SG 2 and 3); Ability to promote interaction among players (SG 2 and 3); and Provocative ability of the game to address the theme of sexuality in adolescence (SG 2 and 3).
Playfulness	1	Game entertainment capacity (SG 2)^ The information in parentheses corresponds to each Specific Group by validated variable. ; Ability to cause tension, anxiety or irritation in players (SG 2); and Ability to instigate the first places in the game (SG 3).
Content	3	Themes established for the school setting (SG 1, 2 and 3)^ The information in parentheses corresponds to each Specific Group by validated variable. ; Themes established for the internet setting (SG 1, 2 and 3); Relevance of the content of the problem situations for addressing the topic of sexuality (SG 1, 2 and 3).
	2	Themes established for the house setting (SG 2 and 3)^ The information in parentheses corresponds to each Specific Group by validated variable. ; Themes established for the hang out setting (SG 1 and 2); Clarity of the situations presented in the game (SG 2 and 3); Adequacy of the game language to adolescents (SG 2 and 3); Contents of the "Where to get help?" tab (SG 2 and 3) and Contextualization of the game with the adolescent's reality (SG 2 and 3).
	1	Contents of the "Get it?" tab (SG 3)^ The information in parentheses corresponds to each Specific Group by validated variable. .
Pedagogical potential	3	Ability of the game to enable learning, through interaction among peers (SG 1, 2 and 3)^ The information in parentheses corresponds to each Specific Group by validated variable. ; Ability of the game to provide immediate feedback to players (SG 1, 2 and 3); Ability of the game to instill the players' curiosity (SG 1, 2 and 3); Critical-reflective potential of the game to address violence in affective-sexual relationships (SG 1, 2 and 3); Ability of autonomy given to the adolescent in the game (SG 1, 2 and 3) and Practical application of the content of the game in educational activities aimed at the adolescent public (SG 1, 2 and 3).
	2	Increasing levels of difficulty in fulfilling the game's missions (SG 2 and 3)^ The information in parentheses corresponds to each Specific Group by validated variable. ; Permissiveness to create problem situations, created by players (SG 2 and 3); Ability of the game to simulate situations that resemble the reality of adolescents (SG 2 and 3) (data not shown); Simulation skills enable the experience of difficult situations to be addressed in the daily lives of adolescents (SG 2 and 3); Critical-reflective potential of the game for addressing sex in the field of sexuality (SG 1 and 3); Ability to break with pre-conceived knowledge in the field of sexuality (SG 1 and 3); and Ability of the game to promote challenging situations in raising hypotheses, reflections and exchanges (SG 1 and 3).
	1	Ability of the game to support learning through situations that resemble the reality of adolescents (SG 3) ^ The information in parentheses corresponds to each Specific Group by validated variable. ; Ability of the game to motivate the search for new knowledge about sexuality (SG 3); Critical-reflective potential of the game to address the topic of sexuality (SG 3); Potentiality of the game to problematize issues of sex, sexuality and violence in adolescence (SG 3); Ability to (re) construct knowledge that involves the topic of sexuality (SG 3); and Ability of the game to provide innovative and enriching educational experiences (SG 3).

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[1] Corresponding author: Vânia de Souza E-mail: vaniaxsouza@yahoo.com.br

Category	SG number^* * Number of Specific Group/Details of the variables validated by number of Specific Group;	Validated Variables
Technical and esthetic aspects	3	Access to the game via internet (SG 1, 2 and 3) ^ The information in parentheses corresponds to each Specific Group by validated variable. ; Opening sequence of the settings (SG 1, 2 and 3); Use of open questions (SG 1, 2 and 3); Format of presentation of the ranking of the most scored players (SG 1, 2 and 3); Access to comments received (SG 1, 2 and 3); Name of the tab "Where to get help?" (SG 1, 2 and 3); Possibility of players being able to denounce others and language used (SG 1, 2 and 3).
	2	Name of the game (SG 2 and 3) ^ The information in parentheses corresponds to each Specific Group by validated variable. ; Ease of use for the first access user (SG 2 and 3); Possibility for the user to participate in the game without having advanced technological knowledge (SG 2 and 3); Presentation of the game's homepage (SG 2 and 3); Use of graphic elements, colors and layout of the game's initial screen (SG 2 and 3); Constitution of the Game map in five settings (SG 2 and 3); Use of a "Usage Guide" in which all game rules are specified (SG 2 and 3); Use of closed questions (SG 1 and 3); Design and designation of medals (SG 2 and 3); Design and denomination of the trophies (SG 2 and 3); Use of a wall with the presentation of collaborations (SG 2 and 3), trophies and medals of players; Using the "Get it?" tab as a consultation space for players (SG 1 and 3); Presentation format of the "Get it?" tab (SG 1 and 3); Denomination "Get it?" (SG 1 and 3); Using the "Where to get help?" tab as a space where phones and addresses of support services for players are made available (SG 1 and 3); Presentation format of "Where to get help?" (SG 1 and 3); Possibility for players to be able to communicate with the game administrators through the "Contact Us" tab (SG 1 and 3).
	2	Possibility of players being totally blocked from the game, after being denounced by at least three different players and after assessment by the game administrators (SG 1 and 3)^ The information in parentheses corresponds to each Specific Group by validated variable. ; Possibility for players to have their answer, comment or situation posted automatically blocked in the game, after the complaint of at least three different players (SG 1 and 3); Game style for the target audience (SG 2 and 3).
	1	Ability of the game to be run on different brands, models and computer configurations (SG 1)^ The information in parentheses corresponds to each Specific Group by validated variable. ; Avatars that are used in the game (SG 2); Information presented in the "How to Play" tab (SG 2); How to display players on the screen (SG 2); and Use of the "Indicate a school" tab, in which players can indicate a school for making the game available (SG 3).
Dynamics	3	Player be represented by an avatar and be identified by a nickname, of their choice (SG 1, 2 and 3)^ The information in parentheses corresponds to each Specific Group by validated variable. ; Division of the game by settings, for a progressive and in-depth approach to themes related to sexuality (SG 1, 2 and 3); Use of pre-defined themes related to each setting, with the exception of the street (SG 1, 2 and 3); Possibility for players to be able to return and play in the settings already conquered (SG 1, 2 and 3); Punctuation to be obtained by the largest number of problem situations answered and by the interaction with peers (SG 1, 2 and 3); Possibility for players who conquered certain missions in the game and become collaborators, being able to post their own situations in the game (SG 1, 2 and 3); and Use of a wall that summarizes the users' performance (SG 1, 2 and 3).
	2	The street is the only free setting for posting any topic (SG 2 and 3)^ The information in parentheses corresponds to each Specific Group by validated variable. ; Possibility for players to be able to respond or assess the situations, according to their interest (SG 2 and 3); Possibility of the likes received granting a higher score in the game (SG 1 and 2); and Use of a ranking, which reveals the eleven most scored players and the position of the logged player (SG 2 and 3).
	1	Game format with presentation of problem situations, responses, comments and the options I liked, I didn't like or I didn't understand (SG 3)^ The information in parentheses corresponds to each Specific Group by validated variable. ; Possibility for players to be able to change his nickname and avatar in the game's profile tab, at any time during the game (SG 3); Form of release and access to the game's settings according to the players' score (SG 2); and Impossibility of players having the right to reply and rejoice to the comments received (SG 1).
Playfulness	2	Ability of the adolescent to be involved with the game (SG 2 and 3) ^ The information in parentheses corresponds to each Specific Group by validated variable. ; Originality of the game (SG 2 and 3); Ability to promote interaction among players (SG 2 and 3); and Provocative ability of the game to address the theme of sexuality in adolescence (SG 2 and 3).
Playfulness	1	Game entertainment capacity (SG 2)^ The information in parentheses corresponds to each Specific Group by validated variable. ; Ability to cause tension, anxiety or irritation in players (SG 2); and Ability to instigate the first places in the game (SG 3).
Content	3	Themes established for the school setting (SG 1, 2 and 3)^ The information in parentheses corresponds to each Specific Group by validated variable. ; Themes established for the internet setting (SG 1, 2 and 3); Relevance of the content of the problem situations for addressing the topic of sexuality (SG 1, 2 and 3).
	2	Themes established for the house setting (SG 2 and 3)^ The information in parentheses corresponds to each Specific Group by validated variable. ; Themes established for the hang out setting (SG 1 and 2); Clarity of the situations presented in the game (SG 2 and 3); Adequacy of the game language to adolescents (SG 2 and 3); Contents of the "Where to get help?" tab (SG 2 and 3) and Contextualization of the game with the adolescent's reality (SG 2 and 3).
	1	Contents of the "Get it?" tab (SG 3)^ The information in parentheses corresponds to each Specific Group by validated variable. .
Pedagogical potential	3	Ability of the game to enable learning, through interaction among peers (SG 1, 2 and 3)^ The information in parentheses corresponds to each Specific Group by validated variable. ; Ability of the game to provide immediate feedback to players (SG 1, 2 and 3); Ability of the game to instill the players' curiosity (SG 1, 2 and 3); Critical-reflective potential of the game to address violence in affective-sexual relationships (SG 1, 2 and 3); Ability of autonomy given to the adolescent in the game (SG 1, 2 and 3) and Practical application of the content of the game in educational activities aimed at the adolescent public (SG 1, 2 and 3).
	2	Increasing levels of difficulty in fulfilling the game's missions (SG 2 and 3)^ The information in parentheses corresponds to each Specific Group by validated variable. ; Permissiveness to create problem situations, created by players (SG 2 and 3); Ability of the game to simulate situations that resemble the reality of adolescents (SG 2 and 3) (data not shown); Simulation skills enable the experience of difficult situations to be addressed in the daily lives of adolescents (SG 2 and 3); Critical-reflective potential of the game for addressing sex in the field of sexuality (SG 1 and 3); Ability to break with pre-conceived knowledge in the field of sexuality (SG 1 and 3); and Ability of the game to promote challenging situations in raising hypotheses, reflections and exchanges (SG 1 and 3).
	1	Ability of the game to support learning through situations that resemble the reality of adolescents (SG 3) ^ The information in parentheses corresponds to each Specific Group by validated variable. ; Ability of the game to motivate the search for new knowledge about sexuality (SG 3); Critical-reflective potential of the game to address the topic of sexuality (SG 3); Potentiality of the game to problematize issues of sex, sexuality and violence in adolescence (SG 3); Ability to (re) construct knowledge that involves the topic of sexuality (SG 3); and Ability of the game to provide innovative and enriching educational experiences (SG 3).