Prognosis--A Game-Based Intervention to Improve STEM Skills
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 31
- 试验地点
- 2
- 主要终点
- Usability of the game-based intervention Prognosis
研究概览
简要总结
The purpose of this study is to evaluate a game-based intervention (Prognosis) designed to improve science, technology, engineering, and mathematics (STEM) skills among high school-aged students.
详细描述
The purpose of this study is to evaluate the usability, feasibility, and acceptability of a game-based intervention (Prognosis) designed to improve science, technology, engineering, and mathematics (STEM) skills among high school-aged students. The research questions are as follows:
H1: Students will find Prognosis usable, feasible, and acceptable and recommend continued development and testing of Prognosis.
H2: After playing Prognosis, students will be able to perform basic quantitative data skills such as calculating incidence and prevalence.
H3: After playing Prognosis, students will be able to observe patterns in data at the neighborhood and city level.
H4: After playing Prognosis, students will be able to construct explanations and models describing the organization of systems in the game and how they contribute to health outcomes.
研究设计
- 研究类型
- Interventional
- 分配方式
- Na
- 干预模型
- Single Group
- 主要目的
- Other
- 盲法
- None
盲法说明
There is only one condition to this study, so no masking will be used.
入排标准
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Enrolled in study site high school
- •9th or 10th grade at time of study
排除标准
- •Students not in 9th and 10th grade
结局指标
主要结局
Usability of the game-based intervention Prognosis
时间窗: immediately after completing the intervention
questionnaire
Acceptability of the game-based intervention Prognosis as assessed by participants
时间窗: immediately after completing the intervention
questionnaire
Feasibility of the game-based intervention Prognosis
时间窗: immediately after completing the intervention
questionnaire
次要结局
- Assessing participants' ability to solve quantitative epidemiological problems(immediately after completing the intervention)
- Perceived self-efficacy to learn STEM concepts(immediately after completing the intervention)