论文标题
丽娜 - 围绕心理健康的社会增强现实游戏，支持现实世界的联系和早期青少年的归属感
LINA -- A social augmented reality game around mental health, supporting real-world connection and sense of belonging for early adolescents
论文作者
论文摘要
青春期早期是一个重大社会变革的时期。在此期间，强烈的归属感和同伴联系是心理健康的基本保护因素。在本文中，我们介绍了Lina，这是一个增强现实（AR）的基于智能手机的认真游戏，由整个班级（10岁以上）与他们的老师一起在学校玩耍，该游戏旨在促进和改善同伴互动，归属感和班级气氛，同时创造一个安全的空间，以反思与家庭情况相关的心理健康和外部压力。丽娜是通过跨学科的合作开发的，涉及剧作家，软件开发人员，心理学家和艺术家，通过与年轻人的迭代共同开发过程。在91名早期青少年（Agemean = 11.41）的研究中，已经对原型进行了定量评估的可用性和质性评估。游戏用户体验满意度量表（猜测18）和定性焦点小组的数据的结果表现出很高的可接受性和初步疗效。使用AR，在共享的物理空间中共享的沉浸式叙事和协作游戏玩法为利用青少年对数字技术的亲和力提供了机会，以改善现实世界中的社会联系和归属感。
Early adolescence is a time of major social change; a strong sense of belonging and peer connectedness is an essential protective factor in mental health during that period. In this paper we introduce LINA, an augmented reality (AR) smartphone-based serious game played in school by an entire class (age 10+) together with their teacher, which aims to facilitate and improve peer interaction, sense of belonging and class climate, while creating a safe space to reflect on mental health and external stressors related to family circumstance. LINA was developed through an interdisciplinary collaboration involving a playwright, software developers, psychologists, and artists, via an iterative co-development process with young people. A prototype has been evaluated quantitatively for usability and qualitatively for efficacy in a study with 91 early adolescents (agemean=11.41). Results from the Game User Experience Satisfaction Scale (GUESS-18) and data from qualitative focus groups showed high acceptability and preliminary efficacy of the game. Using AR, a shared immersive narrative and collaborative gameplay in a shared physical space offers an opportunity to harness adolescent affinity for digital technology towards improving real-world social connection and sense of belonging.
