Validation of the Papo Reto game as a pedagogical device of adolescent in the context of sexuality

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

doi:10.1590/0034-7167-2019-0052

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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 copy

Validation of the Papo Reto game as a pedagogical device of adolescent in the context of sexuality

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

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT

Objectives:

to validate the online game Papo Reto to approach sexuality in adolescence, according to the categories: Technical and esthetic aspects; Dynamics; Playfulness; Content; Pedagogical potential.

Methods:

a descriptive quantitative study with online collection instrument, composed of the 5 categories with 85 variables. Twelve judges participated in the assessment. Data treatment used Stata 14.0, and analysis used Content Validity Index (CVI) and Cronbach’s Alpha (α).

Results:

the α coefficient showed very high reliability (α=0.95) for the Playfulness category, and high reliability (α≥ 0.75) for the others. Of the 85 variables, 84 were validated by at least one of the judges, with CVI=1. Although the game has been validated in 5 categories, variations in the Alpha (α) and CVI coefficients proved to be fundamental for new productions.

Conclusions:

the diversity of the methods adopted contributed to the reliability of the result. The analyzed variables expressed the adequacy of the game.

Descriptors:
Validation; Adolescent; Sexuality; Game; Pedagogical Device

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).