AN EDUCATIONAL APPLICATION -ASSISTED BOARD GAME FOR PSYCHOLOGICAL FIRST AID LEARNING AMONG PRE-CADETS
DOI:
https://doi.org/10.55374/jseamed.v8.220Keywords:
psychological first aid, educational game, application-assisted board game, pre-cadets, adolescentAbstract
Background: Mental health issues are commonly observed among Thai pre-cadets. Psychological First Aid (PFA) is essential for managing crises and trauma; however, conventional training methods frequently lack sufficient engagement and practical implementation. Game-based learning, informed by self-determination theory, offers a potentially more motivating and interactive way to acquire and apply PFA skills. By incorporating gamification into PFA training, this novel approach aims to enhance the practice of emotional coping skills.
Objectives: This study aimed to develop and evaluate an application-assisted board game for PFA learning among pre-cadets. The game’s feasibility was assessed using pre- and postintervention self-assessment competency tests and overall satisfaction ratings. Examining the participants’ perspectives on mental health issues and their perceptions of the intervention was a secondary goal.
Methods: The board game LuXid Dream was created as a collaborative tabletop experience enhanced by a web-based application (www.luxiddreampfa.com). The website guides players through setup, rules, and feedback on results. The study used a pre- and post-experimental design with 50 pre-cadets aged 16 to 18. Participants with severe mental illness or incomplete research forms were excluded from the study.
Results: The study showed a significant increase in self-evaluated competency scores, from 3.60 (±0.64) to 3.89 (±0.57) (p < 0.05). Overall satisfaction scores were generally positive, indicating agreement on the game’s usefulness, ease of use, and enjoyment.
Conclusion: The application-assisted board game “LuXid Dream” is a feasible method for PFA learning. It can elevate mental health awareness, motivate learning, and advance understanding of PFA concepts among pre-cadets, potentially serving as a model for improving mental health literacy among teenagers.
Metrics
References
Situation of psychiatric diseases in Thai children 2022-May 2023: Surveillance of psychiatric diseases and mental health problems. From the health data center (HDC) · Mental Health Knowledge Bank, Department of Mental Health. Dmh-elibrary.org. Available from: https://dmh-elibrary.org/items/show/1480
WHO Health Organization 2021, Mental health of adolescents. Available from: https://www.who.int/news-room/fact-sheets/detail/adolescent-mental-health
Panchal U, Salazar de Pablo G, Franco M, Moreno C, Parellada M, Arango C, et al. The impact of COVID-19 lockdown on child and adolescent mental health: systematic review Eur Child Adolesc Psychiatry 2023; 32: 1151-77. DOI: https://doi.org/10.1007/s00787-021-01856-w
Tipsot R, Kalayasiri R. Resilience and mental health of pre-cadet in armed forces academies preparatory school. J Med Biosci 2023, 5: 41-51.
Khuangsirikul V. Military Psychiatry. J Psychiatr Assoc Thailand 2011; 56: 339–44.
Rukskul I. Mental health status among injured army personnel patients at Phramongkutklao Hospital. RTA Med J 2014; 67: 127–37.
Yungyuen W, Waleeprakhon P. Factors associated with depression in new conscripts. J Psychiatr Thailand 2020: 65: 89-102.
Wang L, Norman I, Xiao T, Li Y, Leamy M. Psychological first aid training: A scoping review of its application, outcomes and implementation. Int J Environ Res Public Health 2021; 18: 4594. DOI: https://doi.org/10.3390/ijerph18094594
World Health Organization 2014. Psychological first aid: Facilitator’s manual for orienting field workers. WHO Library Cataloguingin-Publication Data,
Choi Y-J, Song H. Effectiveness of a fire disaster PFA simulation game: A single-blinded trial. Disaster Med Public Health Prep 2024; 18: e64. DOI: https://doi.org/10.1017/dmp.2024.47
Cheng C, Ebrahimi OV. Gamification: A novel approach to mental health promotion. Curr Psychiatry Rep 2023; 25: 577–86. DOI: https://doi.org/10.1007/s11920-023-01453-5
Cheng VWS. Recommendations for implementing gamification for mental health and well-being. Front Psychol 2020; 11. DOI: https://doi.org/10.3389/fpsyg.2020.586379
Lee MD. Gamification and the psychology of game design in transforming mental health care. J Am Psychiatr Nurses Assoc 2016; 22: 134–6. DOI: https://doi.org/10.1177/1078390316636857
Fleming TM, Bavin L, Stasiak K, Hermansson-Webb E, Merry SN, Cheek C, et al. Serious games and gamification for mental health: Current status and promising directions. Front Psychiatry 2017; 7. DOI: https://doi.org/10.3389/fpsyt.2016.00215
Werbach K, Hunter D. For the win: how game thinking can revolutionize your business. Published by Wharton Digital Press, 2012, 148 pages.
Gupta D, Kim B. Aesthetic design for learning with games. Proceedings of the 22nd International Conference on Computers in Education, Japan: Asia-Pacific Society for Computers in Education 2014. 624-29.
Hunicke R, Leblanc M, Zubek R. MDA: A Formal Approach to Game Design and Game Research. In Proceedings of the AAAI Workshop on Challenges in Game AI. 2004, Technical Report. 1. vol. 4.
Arnab S, Lim T, Carvalho MB, Bellotti F, Freitas SD, Louchart S. Mapping learning and game mechanics for serious games analysis: Mapping learning and game mechanics. Br J Educ Technol 2015; 46: 391-411. DOI: https://doi.org/10.1111/bjet.12113
Ryan RM, Deci EL Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemp Educ Psychol 2020; 61: 101860. DOI: https://doi.org/10.1016/j.cedpsych.2020.101860
Tan JW, Ng KB, Mogali SR. An exploratory digital board game approach to the review and reinforcement of complex medical subjects like anatomical education: Crosssectional and mixed methods study. JMIR Serious Games 022; 10: e33282. DOI: https://doi.org/10.2196/33282
Michael D, Chen S. Serious games: Games that educate, train, and inform. Boston, MA.: Thomson Course Technology, 2006.
Byusa E, Kampire E, Mwesigye AR. Gamebased learning approach on students’ motivation and understanding of chemistry concepts: A systematic review of literature. Heliyon 2022; 8: e09541. DOI: https://doi.org/10.1016/j.heliyon.2022.e09541
Xu Y, Lau Y, Cheng LJ, Lau ST. Learning experiences of game-based educational intervention in nursing students: A systematic mixed-studies review. Nurse Educ Today 2021; 107: 105139. DOI: https://doi.org/10.1016/j.nedt.2021.105139
White JS, Salem MK, Toussaert S, Westmaas JL, Raiff BR, Crane D, et al. Developing a game (Inner Dragon) within a leading smartphone app for smoking cessation: Design and feasibility evaluation study. JMIR Serious Games 2023; 11: e46602. DOI: https://doi.org/10.2196/46602
Rajani NB, Bustamante L, Weth D, Romo L, Mastellos N, Filippidis FT. Engagement with gamification elements in a smoking cessation app and short-term smoking abstinence: Quantitative assessment. JMIR Serious Games 2023; 11: e39975. DOI: https://doi.org/10.2196/39975
Fred D. Davis. Perceived usefulness, perceived Ease to Use and User Acceptance of Information Technology. MIS Quarterly 1989;13:139-40 DOI: https://doi.org/10.2307/249008
Arayapisit T, Pojmonpiti D, Dansirisomboon K, Jitverananrangsri K, Poosontipong D, Sipiyaruk K. An educational board game for learning orofacial spaces: An experimental study comparing collaborative and competitive approaches. Anat Sci Educ 2023; 16: 666–76. DOI: https://doi.org/10.1002/ase.2257
Lin J. The Effects of Gamification Instruction on the Roles of Perceived Ease of Learning, Enjoyment, and Useful Knowledge toward Learning Attitude. Turkish J Educational Tech 2022; 21: 81–91.
Nysveen H. Intentions to use mobile services: Antecedents and cross-service comparisons. J Acad Mark Sci 2005; 33: 330–46. DOI: https://doi.org/10.1177/0092070305276149
Wang X, Goh DH-L. Video game acceptance: A meta-analysis of the extended technology acceptance model. Cyberpsychol Behav Soc Netw 2017; 20: 662–71. DOI: https://doi.org/10.1089/cyber.2017.0086
Yildirim O, Surer E. Developing adaptive serious games for children with specific learning difficulties: A two-phase usability and technology acceptance study. JMIR Serious Games 2021; 9: e25997. DOI: https://doi.org/10.2196/25997
Gutiérrez-Puertas L, García-Viola A, Márquez-Hernández VV, Garrido-Molina JM, Granados-Gámez G, Aguilera-Manrique G. Guess it (SVUAL): An app designed to help nursing students acquire and retain knowledge about basic and advanced life support techniques. Nurse Educ Pract 2021; 50: 102961. DOI: https://doi.org/10.1016/j.nepr.2020.102961
Cosimini MJ, Collins J. Card and board game design for medical education: length and complexity considerations. Korean J Med Educ 2023; 35: 291–6. DOI: https://doi.org/10.3946/kjme.2023.267
Pavlou PA. Consumer acceptance of electronic commerce: Integrating trust and risk with the technology acceptance model. Int J Electron Commer 2003; 59: 69–103.
Schepers J, Wetzels M. A meta-analysis of the technology acceptance model: Investigating subjective norm and moderation effects. Inf Manag 2007; 44: 90–103. DOI: https://doi.org/10.1016/j.im.2006.10.007
Jorm AF, Korten AE, Jacomb PA, Christensen , Rodgers B, Pollitt P. “Mental health literacy”: a survey of the public’s ability to recognise mental disorders and their beliefs about the effectiveness of treatment. Med J Aust 1997; 166: 182–6. DOI: https://doi.org/10.5694/j.1326-5377.1997.tb140071.x
O’Connor M, Casey L. The Mental Health Literacy Scale (MHLS): A new scale-based measure of mental health literacy. Psychiatry Res 2015; 229: 511–6. DOI: https://doi.org/10.1016/j.psychres.2015.05.064
Rüsch N, Evans-Lacko SE, Henderson C, Flach C, Thornicroft G. Knowledge and attitudes as predictors of intentions to seek help for and disclose a mental illness. Psychiatr Serv 2011; 62: 675–8. DOI: https://doi.org/10.1176/ps.62.6.pss6206_0675
Nakamura J, Csikszentmihalyi M. (2009). Flow Theory and Research. In C. R. Snyder, & S. J. Lopez (Eds.), Oxford Handbook of Positive Psychology Oxford, MS:Oxford University Press. 2009; 2: 195–206 DOI: https://doi.org/10.1093/oxfordhb/9780195187243.013.0018
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Journal of Southeast Asian Medical Research
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The Journal of Southeast Asian Medical Research will hold the copyright to all published articles. The publisher's production department handles copyright forms once a manuscript is accepted and scheduled for publication.
