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Development and evaluation of a multimedia-enhanced STD/HIV curriculum for middle schools
Article

, , The Academic Edge, Inc., United States

Journal of Educational Multimedia and Hypermedia Volume 17, Number 3, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

STD infection among adolescents is a significant public health concern. Surveys indicate that parents believe STD and HIV/AIDS are appropriate topics for middle school and high school students; however, school-based STD education efforts remain inconsistent, perhaps in part as a result of the lack of standardized, well-distributed curricula. Multimedia can play an important, often overlooked, role in augmenting educational efforts related to STD/HIV awareness and prevention. Yet very few efforts have examined the use of technology to address STD/HIV prevention and/or health care services. This article reports on the design and development of interactive multimedia educational modules for teaching about STD/HIV risk reduction in middle school classrooms. The design of the modules was heavily influenced by the notion of "interactive theatre" and a perspective on meaning making as story construction. The resulting materials were evaluated by teachers (n=17) and students (n=41). Adolescents and teachers rated the materials highly on appeal, usefulness, and ease of understanding. Teachers indicated that they would use the program in their own classrooms as well as recommend it to colleagues. Adolescent participants showed gains in knowledge and attitude measures. Qualitative data was gathered to inform further development, and process and outcome implications are presented.

Citation

Goldsworthy, R. & Schwartz, N. (2008). Development and evaluation of a multimedia-enhanced STD/HIV curriculum for middle schools. Journal of Educational Multimedia and Hypermedia, 17(3), 413-444. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved July 17, 2019 from .

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