Safe and Savvy Explorers

Try the prototype here--> Link- https://360.articulate.com/review/content/823db7bc-fdcf-493c-bcf5-06a6d2d004e5/review

Introduction

Problem Statement

Nowadays, children have internet access very easily through mobile phones, tablets, computers and gaming consoles. However, this access also poses risks such as cyberbullying, privacy breaches, and exposure to inappropriate content. According to the American Academy of Child & Adolescent Psychiatry, children between 8-12 ages in the US spend about 4-6 hours a day watching or using screens [1]. This increased exposure to the internet brings in opportunities as well as risks. Teaching kids about internet safety is an urgent necessity. The younger age group may not find the current educational materials engaging enough to captivate them and help them grasp safe online exploration practices. Hence, there is a gap in the availability of an engaging gamified learning module which will be aligned with the UK national curriculum about internet safety.

Aims

• To utilise interactive games to teach kids essential information about staying safe online.

• To develop an educationally valuable gamified online safety module that aligns with the UK national guidelines.

• To explore and adapt appropriate and engaging game design methodologies and instructional techniques.

• To evaluate and enhance the game in response to feedback and evaluations from stakeholders.

Target Audience

7 to 11 years old (Key Stage 2, UK National Curricullum)

Methodology

The research methodology will have a different approach, due to the ethical constraints, user research before development is not possible. Instead, an evaluation of previous studies that implemented gamified learning will be analysed into themes, like effective gaming elements, motivators, feedback mechanisms and age-appropriate instructional techniques.

• User research: A literature review will be conducted to understand the principles of gamified learning and effective learning mechanics. The data will be analysed and current trends and best suitable practices will be implied in the design.

• Expert interview: An interview will be conducted with a school teacher known to my supervisor. All the questions will be pre-approved and discussed with the supervisor before conducting the interview. The interview will cover questions regarding current approaches, teaching and learning challenges and effective learning activities.

• Gamified learning techniques: In-depth analysis and literature review of effective learning techniques and gamification to create and engaging learning content.

  
  

Design and Development

• Game concept: Player has to go to different island and help their friends to understand concepts about internet safety. Mentor character who provides hints and shares feedback in each activity. Interactive mini-games like sorting activity is designed to reinforce taught concepts.

• Platform and technology: Designed on Figma and developed on Storyline 360.

• Content reference: Resource from PSHE [2], developed in collaboration with the National Cyber Security Centre for Key Stage 2 (7 to 11 years).

• Free Assets: Graphics from Freepik, Voice overs from Narakeet and background music from Pixabay.

• Google free Fonts: Mochiy Pop One (title) and Grandstander (body)- interesting typeface and clear to read.

• Colour pallet: Bright and colourful, not limited to a constricted colour scheme. More use of blue as it is favoured by children of both genders [3]. It is associated with feelings of spaciousness, comfort and calmness. It is the colour of sky and the sea which evokes a sense of tranquility and peace in children.

Evaluation and Discussion

• User testing- 8 year old and 10 year old

• Expert review- Computing teacher

• Accessibility- WCAG 2.0 (Web Content Accessibility Guidelines)

User testing and Expert Evaluation

• 4.0 out of 5 rating from both users and expert for the game.

• Sorting activity received a 4.33 out of 5 rating.

• Interactive sorting activity was the favorite part of the game.

• Expert agreed that the content aligns with the UK National Curriculum.

• Feedback from the expert included that content can be made more suitable for the age group, and overall game felt more suitable for ages 7 and below.

• Content taught was clear and users understood the concepts properly.

Accessibility testing

• Audio control/ volume

• Contrast

• Reading levels

• Text Spacing

• Consistent identification

• labels, instructions

Conclusion

Key Findings

User testing revealed that the participants found the game interesting and engaging. As well as were also able to comprehend the information taught easily. Areas for improvement were also highlighted by the expert clearly with potential solutions in the feedback. Accessibility test outcomes are in line with the WCAG 2, specially in the 1.4 Distinguishable criteria.

Implications in the Future

With appropriate content for a narrow target age group better serious games can be created with interesting interactive activities for high engagement. These games can be further integrated into schools as a weekly activity to keep the children entertained as well as educated. In conclusion, the serious game shows potential as an engaging instructional learning nugget for children in the UK. With more refinement in the future iterations, it can probably contribute positively to teaching methods and gamified learning can be used in more areas other than online safety.