What’s in a Game?
An Evaluation of Two Sexuality Education Board Games:
Safari of Life and Young Man’s Journey
“A game is an interactive structure that requires players to struggle toward a goal.”
Salon Magazine
“We have gathered so much of information from the sexuality game that we
would love to play it again and again and try to help our kid brothers and sisters
in their sexual behaviors. We would try to explain to them the
complexities as well as simplicities related to sex.”
Meeta, India, age 25
Submitted to the William T. Grant Foundation
By PATH (Program for Appropriate Technology in Health)
March 15, 2002
TABLE OF CONTENTS
1. Executive Summary
1.1 What are Safari of Life and Young Man’s Journey……………………………....
1.2 An overview of the evaluation findings………………………………………….
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2. Introduction: Games for Health Education
2.1 Games are fun……………………………………………………………………
2.2 Games are big business…………………………………………………………..
2.3 The educational potential of games is underused………………………………..
2.4 Background: While Entertaining Millions Through History… ………………...
2.5 …Games Have Educated Millions Through History…………………………….
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3. Why are Games Effective Tools for Addressing Reproductive Health?
3.1 Game effectiveness: The philosophical perspective……………………………..
3.2 Game effectiveness: The educational perspective……………………………….
3.2a The weak link: Education and captive adolescents………………………….
3.2b Game effectiveness: Supporting educational theories………………………
3.2c Complex potential of games: A simple puzzle and a Nobel Prize…………..
3.3 Game effectiveness: The sexuality education perspective……………………….
3.4 Game effectiveness: The health behavior perspective…………………………...
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4. Qualitative Evaluation Findings: Safari of Life & Young Man’s Journey
4.1 Brief history of Safari of Life…………………………………………………….
4.2 Brief overview of Young Man’s Journey………………………………………...
4.3 Evaluation methodology…………………………………………………………
4.4 Human subjects exemption………………………………………………………
4.5 Overall: Evaluation findings……………………………………………………..
4.6 Evaluation findings according to the four stated goals of the games…………….
4.7 General strengths of Safari of Life and Young Man’s Journey…………………..
4.8 General problems/barriers to effective use of SOL and YMJ…………………….
4.9 Playing the games: Where, what, when, with whom…………………………….
4.10 Critical components in effective use of SOL and YMJ…………………………
4.11 Recommended uses for SOL and YMJ: Tool Type……………………………..
4.12 The devil is in the details: Keys to successful use of these games……………..
4.13 Adapting SOL and YMJ for different audiences and settings…………………..
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5. Reflections, Ripple Effects and Next Steps
5.1 Game evaluation lessons learned………………………………………………... 53
5.2 Other important effects attributable to this Grant Foundation grant…………….. 53
5.3 Next steps………………………………………………………………………... 54
REFERENCES………………………………………………………………………….. 55
APPENDIX 1: Evaluation Activities Matrix…………………………………………… 58
APPENDIX 2: Project team members, volunteer testers & supporters………………… 60
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GLOSSARY OF ACRONYMS
ARH
FGC
NOAPP
SIECUS
SOL
STI
UDL
USAID
YMJ
Adolescent reproductive health
Female genital cutting
National Organization on Adolescent Pregnancy, Parenting and Prevention
Sexuality Information and Education Council of the United States
Safari of Life game
Sexually transmitted infection
Universal Design for Learning
United States Agency for International Development
Young Man’s Journey game
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The Program for Appropriate Technology in Health (PATH) submits this final report to the
William T. Grant Foundation in fulfillment of Grant #2068, Evaluation of Safari of Life
Board Game.
All queries in relation to this document should be directed to
Anne Wilson, Director or
Ann Hendrix-Jenkins, Games for Health Team Leader
PATH (Program for Appropriate Technology in Health)
1800 K Street, Suite 800, N.W.
Washington, D.C. 20006
Tel: (202) 822-0033
Fax: (202) 457-1466
Email: [email protected] or [email protected].
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1. EXECUTIVE SUMMARY
PATH developed two sexuality education board games, Safari of Life (SOL) and its spin-off,
Young Man’s Journey (YMJ) that are designed to promote reproductive health through
increased communication on relevant issues, provision of information, and strengthened
relevant thinking and social skills. Over the course of fifteen months, PATH has evaluated
SOL and YMJ by playing them with over 550 players in thirty-five locations, in eleven
countries. Qualitative methods were used to assess the games’ ability to fulfill their
objectives of improved communication, knowledge and skills. This evaluation also assessed
other possible uses and effects of the games, as well as ideal player configuration, facilitation
and settings.
1.1 What are Safari of Life and Young Man’s Journey?
Safari of Life was originally developed for use in Africa. Players race around a colorful
African-theme gameboard, by rolling dice and answering questions as they try to be the first
to reach the end of the stepping stone path on the board. Two card sets are used: Facts, which
contains close-ended questions with correct answers printed on the cards, and Feelings,
which contains open-ended questions designed to foster meaningful communication, critical
thinking and increased self esteem.
Young Man’s Journey introduces two new card sets, called Quickpoints and Opinions, for use
with the same gameboard. These sets are used in place of SOL’s Facts and Feelings cards.
This game was developed in response to ongoing SOL evaluation findings which revealed the
need for a more difficult game for older and/or more educated players; to address male issues
in greater depth (including physiology, violence, homophobia); and with a greater variety of
question formats, including some added just to be fun.
The four goals of SOL and YMJ are:
Goal 1: Players demonstrate increased ease of communication about sexuality topics.
Goal 2: Players demonstrate increased knowledge about sexuality and health.
Goal 3: Players engage in quality discussions about personal sexuality values and attitudes.
Goal 4: Players demonstrate critical thinking practice, as they discuss and refine their
solutions and reactions to questions.
1.2 An Overview of the Evaluation Findings
Main findings:
x
x
The games are an innovative, simple-to-use approach to conveying reproductive health
information in a painless—even pleasant—manner.
In every test site but one, both SOL and YMJ were immediately well received and
enthusiastically played.
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x
x
x
x
x
x
x
Players consistently respond to the fun and light-hearted nature of games, an important
component of high quality sexuality education with young people, given the
awkwardness that often accompanies the topic.
The three most immediate uses of the games are: as an icebreaker; to clarify values; and
as a formative research tool.
The long-term value of the games lies in their ability, in an engaging way, to positively
affect sexual and reproductive health knowledge and attitudes, and to increase immediate
and long-term communication about these issues.
Adults respond to these games as enthusiastically as youth, perhaps because they may
have an even greater need for an icebreaker to discuss sexuality topics than do youth.
The greatest barrier to use of the games is getting them “off the shelf.” Prior to
playing, many of our players were dubious about the games (couldn’t picture what the
games would be like, thought they would be a waste of time or had no purpose, wouldn’t
be fun, not appropriate for a serious topic, may be uncomfortable), but within minutes of
starting, players often became animated—and instant game advocates.
While the entertainment, color, tactile, and competitive aspects of the games are vital
components, the quality of the questions on the cards (phrasing, content, level of
difficulty) is the key to success.
Ultimately, a high-quality educational game must pass muster on two distinct but
equally critical levels: 1. Fun to play, and 2. Substantial learning takes place.
Additional Detail on Findings:
Games’ Goal 1 Finding: Players demonstrated increased ease of communication about
sexuality topics. This is one of the most successful attributes of the games.
Games’ Goal 2 Finding: Players demonstrated increased knowledge about sexuality
and health. Players in every setting were able to recap specific items that they had learned
during game play, most typically relating to male and female physiology, sexually
transmitted infections (STIs) and HIV/AIDS, contraception and sexual activity including
intercourse. In the more abstract realm, players articulated complex ideas about social aspects
of sexuality, including relations between genders, parent-child communication, friendship
values and self esteem.
Games’ Goal 3 Finding: These games fostered fruitful discussion about personal
sexuality values and attitudes. Quality facilitation was a critical factor in maximizing the
potential of these discussions.
Games’ Goal 4 Finding: Players demonstrated critical thinking practice, as they
discussed and refined their solutions and reactions to questions. As one of the more
abstract benefits of game playing, it is more difficult to evaluate; nevertheless criteria of
critical thinking were often evident.
The two most notable strengths of the games were the positive reaction of most players and
facilitators to both the fun and substantive qualities of the games; and the games’ specific
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ability to quickly create a lighthearted atmosphere, which was conducive to reaching the
game goals.
The cost of the games may also be a barrier to use. While the $19.95 retail cost is
reasonable compared to similar products, that price could be enough to keep the game out of
reach of cash-strapped U.S. programs, dubious parents or Third-world organizations
Permission to copy the game is given (as long as it will not be sold) so program participants
can to create their own copy. One program in Connecticut created a room-sized board that
used humans as game pieces, and giant dice made of cardboard boxes.
Evaluation findings revealed that the content of SOL was too easy for some older teen
audiences, especially students who had already taken “Health Class” at school.
(Interestingly, SOL was often not considered too easy by many adults, including some
reproductive health professionals.) Hence, YMJ not only adds issues of male physiology,
violence and homophobia to the general sexual and reproductive health content of SOL, but
increases the level of difficulty of the cards as well. Therefore, less advanced players can first
play SOL and work up to YMJ; more advanced players can start with YMJ.
These games are applicable for a wide range of audiences. SOL and YMJ have been
positively evaluated in eleven countries by players ranging from age ten and up, male and
female, various sexual orientations, representative of a wide range of racial, ethnic, language,
cultural and socioeconomic backgrounds.
The ideal size and composition of a playing group varies by age, cultural setting and
other factors. Many players and programmers felt mixed gender groups were ideal, but there
were important exceptions. Up to ten participants can productively play (when paired off into
teams).
These games can be useful in a large variety of settings. While researching potential test
sites for the game, every type of program we approached was very interested in hosting an
evaluation activity, apparently due to a sense of responsibility to address sexuality and
reproductive health in many different types of programs, combined with a lack of confidence,
experience and/or tools to do so.
Possible settings for productive game play include: schools; after-school programs; Boys &
Girls Clubs; scout programs; peer education programs; youth groups; training programs
(adults or youth); homeless shelters; parenting groups; family therapy and other types of
counseling; religious groups; informal settings (family, friends); community centers;
YMCA/YWCAs; senior citizens groups.
Quality facilitation adds substantially to the value of the games. Depending on the group,
the role of the facilitator varies. With reticent adults and with most youth, quality facilitation
is recommended to get the most out of the games. While the games are basically self-driven,
a facilitator can enhance the experience by simultaneously managing both the game playing
and the content. Important game playing components include pacing (slow enough to
develop ideas, fast enough to finish on time), refereeing the rules, enforcing the “respect
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rule,” drawing out shy players, and artfully containing overzealous players. Content
management issues and responsibilities include knowing when to steer conversations and
when to stay quiet, correcting misconceptions and misinformation, offering moral guidance,
and following up as necessary. While no tool can replace the indispensable human educator
(teacher, trainer, parent, friend, programmer); these games can make their job easier, more
fun and support their teachings.
Therefore, more supporting materials would be useful for game facilitators, including
guidance on how to manage game playing, sexuality content, and update information that
may become outdated.
The devil is in the details, in terms of creation of quality games. The game card sets are
the real heart of the game. (See sections 4.1 & 4.2 for sample cards) The cards address
information, ethical, cultural and social issues. They are designed to introduce issues in a
non-leading manner—evaluators found that players respond most sincerely to genuine
questions, versus leading questions. Players often want to express views that they seem to
know are not “politically correct” and hear some well crafted responses to those views. Also,
players felt that cards that were too obvious were not interesting.
SOL contains several cards that refer to African proverbs. While professional reviewers often
expressed doubts about the feasibility of these cards, believing they were too obtuse, often
players enjoyed them the most of all.
Most players also enjoyed the rapid pace and concrete informational content of the closeended card sets.
Other important elements of game successes include: the attractive and colorful game
board, the tactile, kinesthetic, visual and chance components of playing, and competition to
win. The rules of play seem reasonably easy to learn for most players.
The games are easy to adapt by removing and adding cards which adds to their appeal and
usefulness. Also, players and reviewers have offered multiple suggestions to adapt the game
to other health content issues, including: maternal health, nutrition, gender-based violence,
fertility, pregnancy; or for specific audiences: male, female, persons living with HIV/AIDS,
married/newlyweds, gay /lesbian /bisexual /transgender, and younger and senior players.
The evaluation activities funded by this William T. Grant Foundation grant had
multiple effects, in addition to the evaluation findings. We were able to offer game-based
sexuality education to approximately 550 players in eleven countries. That process energized
practitioners, educated players, and laid groundwork for more communication about
sexuality, while helping these games to become “living products.”
The evaluation activities funded by this grant allowed the Games for Health team to leverage
over $125,000 in additional funding and in-kind donations, including: USAID funding for
Young Man’s Journey game development and pre-testing; Learning Zone Express company
support; team member Rebeca Quiroga’s Kenya evaluation trip; PSI’s field testing and
development of a French Version; Ha Phan and the World Population Foundation’s
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development of a Vietnamese version; funding for the pending Best Games for Reproductive
Health publication,” and funding for a pending quantitative evaluation of Young Man’s
Journey. All of these activities have or will incorporate the William T. Grant foundation
evaluation findings.
Next steps:
x
Extend the life of Safari of Life and Young Man’s Journey
The question remains as to how many times individuals will play the games before they lose
interest. An obvious approach to extend the life of these specific games is the development of
additional card sets (a common commercial solution to this issue for games like Trivial
Pursuit and Cranium). The YMJ card sets are an example of this approach. Programs can also
be encouraged to take ownership of the games, as well as generate fun youth activities, by
developing their own card sets—or whole new games.
x
Continue to advocate for innovative approaches and create more games.
Pending quantitative evaluation activities help in the ongoing effort to maintain the status of
these games as “living products,” as will the forthcoming Best Games for Reproductive
Health publication. Quantitative findings and ongoing feedback will help contribute to
knowledge about how and when games can be effectively used. The PATH Games for Health
team will strategize about how best to continue to advocate for and develop creative,
interactive, experiential approaches to sexuality education.
x
The Last Word
“More tools like Safari of Life would definitely be welcome. We are looking for ways
to do behavior change communication work without talking to people about health
risks. We want to engage people--we don't necessarily need to be serious and scary,
especially with youth. Tools that help keep the focus positive and upbeat, even fun,
are great."
– Josselyn Neukom, Population Services International
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2. INTRODUCTION: WHY GAMES FOR HEALTH EDUCATION?
What is a Game?
Games are recreations generally including any activity engaged in for diversion or
amusement and often involve competition, contest or rivalry. They pass the time, entertain,
and hopefully, improve our physical or mental health and strength. Some games also teach,
educate, and exercise the mind.
Games are generally, but not always, played according to prescribed rules, formulas and
patterns, and usually involve equipment such as pen and paper, cards, computers, dice or
other counters, or specially marked boards. Differentiated from sports, games are usually
more passive in nature, often involving intellectual skill more than physical capability.
–Enclycozine.com
2.1 Games are fun
"Games give everyone a chance to laugh. That's no small thing." Colette, age 17, U.S.A.
(Stepp, 2001)
There are all sorts of games. They range from simple to complex, and are familiar to most
people on earth. They are played indoors and out, by everyone from babies to senior citizens,
usually as voluntary leisure activities. Games have been played throughout recorded history.
Games are the premise for the Nobel-prize winning economic “Game Theory.” One simple
premise ties this incredibly diverse assortment of activities together: fun. The prospect of
having fun causes people to seek games out; having fun holds their attention. Although the
definition of fun is as variable as humans are, a game inevitably emerges to satisfy the any
culture’s criteria for fun…be it silly, challenging, invigorating, relaxing, interesting,
mysterious, affirming, or some combination thereof.
This “fun” factor is probably why games aren’t usually considered to be sophisticated
educational tools: they simply aren’t taken seriously. And yet, the “fun” aspect of games is a
critical element of their success in the arena of sexuality education, as PATH has seen
demonstrated time and time again during SOL evaluation activities.
Games are an inseparable part of culture. The development
of games, accessories, and ideas represent a component of
civilization…Although all civilizations are different, their
games are repeatedly the same in practice, though the
principles of the game may have been realized in different
ways.
–Games In Civilization
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2.2 Games are big business
Corporate game industries worldwide (producing both traditional and computer-based
games) are huge, and growing. These industries successfully translate “fun and games” into
huge profits. A recent Salon Magazine author observed:
“When I was a kid, “gaming” meant the mass-market boardgame industry and a small
hobby-game appendage that together grossed perhaps a few hundred million dollars
at retail. Today, it includes computer, console and arcade gaming and is a $7 billion
industry in the U.S. alone—the second largest entertainment industry in the world,
after film and television.” (Costikyan, 1999)
Five hundred new board games are launched each year in the United States alone. Hit games
like Pictionary and Trivial Pursuit can sell as many as 20 million copies in a peak year
(Oldenburg, 2000). That translates to a game, costing as much as $40, supplied to one in
every 13 people in the United States. This potential has global appeal, since games are played
worldwide.
2.3 The educational potential of games is underused
Educators and public health advocates consistently pass up the opportunity to translate “fun
and games” into “social profit,” be it better health, social justice, improved thinking skills, or
any other worthwhile endeavor. Despite the clear communication potential of games, there is
a dearth of educational games of all types. This reality is aptly captured by Professor John
Weaver in his seminar “History of Culture of Technology;” he tells his students “the video
game industry is a multibillion dollar industry while the educational software business is in
its infancy” (Weaver, 2002).
With a focus on any type of “hard copy” game— including board, card, dice, quiz, paper, et
cetera—as opposed to computer-based, our search for educational games that address health
issues revealed amazingly few products. These few are typically expensive, minimally
attractive, and marketed primarily through catalogs sent to schools. This lack of educational
games is surprising given how relatively easy it can be to draw on the intensive, expensive
legwork and research already done by the commercial game industry.
2.4 Background: While Entertaining Millions Through History…
Games date back to the beginning of recorded
history. The most famous historic discovery is
named “The Royal Game of Ur.” An ornate,
jeweled copy of this game, created in 2500 BC,
was unearthed in an upper class cemetery in
Sumeria; another copy was found in King
Tutankhamen’s tomb (already qualifying as
ancient by then). Historians believe it spread
from Sumeria to India and the Mediterranean,
and is the predecessor of modern backgammon.
The Grand Dame of Western Games
Monopoly is the best selling board game in
the world. Over 200 million games have
been sold in 80 countries and 26 languages.
The longest game lasted for 70 straight
days.
–Encyclozine.com
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Other ancient classics include an Egyptian precursor to “Snakes and Ladders” called “Dogs
and Jackals;” “Snake,” which is the Egyptian ancestor of the modern board games of
“Goose” and “Ludo;” the Viking hit “Hnefatafl;” Chinese dominoes (two versions: military
and civil); and the Chinese “Go,” which legend holds once determined the fate of Tibet—a
game of Go was played in place of a war.
Caesar’s famous wartime quote "Alea iacta est" (The die is cast) is a fair indication of how
popular dice and other games were in ancient Rome. Ancient Greece was no different; a
Greek board game, called “Polis” and/or “Five Lines” is pictured on at least seventy
surviving vases (Wellen, 2002).
2.5 …Games have Educated Millions Through History
The educational value of games has been recognized for as long as games have been
documented. Many ancient games from China to Rome, including Chess, appear to have
been used as preparation for war. European renaissance scholar Juan Luis Vives, an
influential educational theorist of the 16th century, advocated for the systematic use of games
as teaching tools (Woodward, 1965).
Nevertheless, in Western culture, games for children—for educational or entertainment
purposes—didn’t become popular until the eighteenth century, as the modern concept of
childhood took shape. Philosopher John Locke and his followers were influential advocates
for the educational value of games and toys. Resulting products included a 19th century toy
building set called "The Organ of Constructiveness Developed" and a board game issued by
W. & S. B. Ives (later to become Parker Brothers) called "The Mansion of Happiness, An
Instructive Moral and Entertaining Amusement." Players of this game passed through vices
and virtues such as “honesty” and “idleness,” and even risked the whipping post in order to
reach “Happiness” at the center of the board. The inventor, Anne W. Abbott, a clergyman’s
daughter, also created card games, most notably "Dr. Busby," which sold more than 50,000
copies in 1843 and continued to be popular for decades (Franklin, 1998). Today, “educational
games” often have a reputation as unappealing products that are quite separate from “fun”
games, as neatly summarized by a student of game design: “Sage advice from a 16-year-old
game-playing friend of mine: ‘The trick is to make them want to play the game without
knowing they are learning something’” (Shepherd, 2001).
Famous Gameplayer
“From an early age Mohandas Gandhi displayed a notable interest in issues relating
to right and wrong. When playing games, he naturally gravitated to the role of
peacemaker....Perhaps impressed by his evident talents in this area, his parents
allowed him to serve as a moral arbiter even in realms where they might have been
expected to assert their authority.”
--Howard Gardner, Creating Minds
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3. WHY ARE GAMES EFFECTIVE TOOLS FOR ADDRESSING
REPRODUCTIVE HEALTH?
3.1 Game effectiveness: The philosophical perspective
Basic Problem…
“What is the source of our first suffering? It lies in the moment we hesitated to speak. It was
born in the moment when we accumulated silent things within us.”
–French Philosopher Gaston Bachelard
One Solution…
“The Safari game is a great way to learn how to be out in the open about personal situations.”
“It was a great game because it makes you express your anger.”
–7th grade boys, Washington, D.C.
“Through this game me and my female friend we had a talk for the first time. Normally in our
society if anyone speak about sex they are taken in a wrong way…and especially if a girl openly
speaks on this topic even with the girls only, the society disrespects her.”
–Woman, age 22, India
Games appeal to the fundamental components of basic human nature: they are fun, which
usually means they are also interesting in some way. The elements of fun and interest have
multiple benefits in terms of the use of games for education. Fun and interest attract, engage
and hold players’ attention. They create energy. They foster an open, relaxed atmosphere, in
which people let their guard down and participate in a more honest and sincere manner
(especially critical in sexuality education). “Fun” can set a positive tone, which encourages
positive values of thoughtfulness, caring, fairness, courage, hope, strength, and self-efficacy.
Finally, playing a game is inherently participatory, and participation, also known as
interactivity, has been well established in many fields as “the hallmark of all good teaching”
(Longstaff, 1995).
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A View from India
Popular pastimes (card games and board games) and are not only fun but also very
familiar. Familiarity and fun helps to dissolve some of the tensions inherent in the issues
being discussed. Heated debates and fervent competitions ensure attentiveness,
participation and shedding of barriers.
Games are a useful tool to inform and "teach" through participation. Games allow
participants to reason with and convince each other; everyone gets a chance to hear
themselves as well as the views of others. The role of the educator then becomes that of a
facilitator rather than a "teacher." Playway [educational games] methods ensure deeper
understanding of certain issues that may pass unnoticed in a lecture session.
--Thoughtshop Foundation, West Bengal, India
3.2 Game effectiveness: The educational perspective
3.2a The weak link: education and captive adolescents
Engaging children
Famous modern proponents of the educational value of games include Maria Montessori,
founder of a global early school movement; Friedrich Froebel, inventor of kindergarten; and
Jean Piaget, human development and education pioneer. In fact, the concept of using games
to teach small children is a well-accepted and straightforward approach. In addition to the
more abstract educational rationales, small children need to be enticed into learning since
they can’t be expected to grasp the concept of theoretical educational payoff. In addition,
children respond well to tactile and engaging activities.
Engaging adults
Meanwhile, the field of adult learning has long recognized parallel attributes in full-grown
humans. The critical need to attract and nurture adult attention through similar premises is
well established; one summation of “Key Principles of Adult Learning” lists the need for
“respect, affirmation, relevance, dialogue, engagement, immediacy and safety” (CORE,
2002). In this arena, the value of games is so well recognized by professional trainers of
adults that it supports entire industries of related items, from books and consultants in
“training games” and “icebreakers,” to companies offering courses loaded with cooperative
and upbeat games with a wide range of goals, e.g. team building, strategic planning,
information provision, dialogue creation, interpersonal skill building.
Neglecting—even disrespecting—adolescents
Where does this leave adolescents? Too often they seem to fall into what Advocates for
Youth describes as society’s “Bermuda Triangle.” In the case of education, unlike adults,
adolescents may be perceived as a “captive audience” in classrooms. Yet as adolescents they
don’t need to be catered to like children. This leaves them vulnerable to more “traditional”
modes of education: lectures, worksheets, homework, written reports, and formulaic
activities. Clearly these types of activities and disciplines have their place in education. But
like small children and adults, surely these ages also respond well to fun, respect,
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engagement, immediacy, safety and similar principles? Each one of these particular
components of interactive education (as well as others) can be well served by the use of
quality games in learning settings.
The greatest pedagogical
error is to throw answers,
like stones, at the minds
who have not yet asked the
question. –David Elkind
The call for a more spirited approach to education is
especially critical in the area of sexuality education since,
as Debra Haffner points out, unlike geometry or history
“health education efforts are held to a standard of
behavior change [that occurs] outside the classroom”
(Haffner, 2000). Ultimately, this type of education succeeds or fails on the basis of whether
the youth make healthy choices, and avoid risky behaviors, STIs, and unwanted pregnancy.
Meanwhile in American popular culture, as well as many other countries, adolescents have a
bad reputation. They are popularly portrayed as unreachable, unruly, unreasonable, and even
dangerous. Journalist Laura Sessions Stepp notes that “a small but growing chorus of
professionals…are trying to focus the public on the fact that teenagers are developing, not
deficient, creatures. These men and women say false impressions are negatively affecting
how parents and teachers teach…and how young people think about themselves” (Stepp,
2002). Positive, upbeat learning experiences generated by game playing can support this
effort in ways that lectures and other one-way formats can not.
One group, however, that is paying very close attention to adolescents: big business. And
while they successfully cater intensely to adolescents through sophisticated multiple media,
parallel educational efforts are sadly anemic. This includes the missed opportunity to
effectively educate youth through the use of games as well as interactive technology,
including computer, video, internet and viral games, as well as chat rooms, email, cellular
phone and phone messaging.
Teens are too cool for games. Or are they?
On book tour, psychiatrist Alvin Rosenfeld said on television that parents
should make time to play games with their teenagers. The producer called him
an idiot. "Come on, you think my daughter is going to play Monopoly with me?"
she asked.
The next day she telephoned Rosenfeld to apologize. Turns out she retrieved a
dusty old Parker Brothers game from a closet the night of the taping and her
14-year-old daughter enthusiastically joined in. "We're finishing it up tonight,"
she confessed.
(Stepp, 2001)
A rising tide lifts all boats
Therefore it comes as no surprise that adolescents often appear dubious when asked to play
SOL or YMJ, since they combine two traditionally dull entities: “health education” and
“educational games.” But time and time again, the evaluation team found that these and other
games can cultivate the spirited involvement of adolescents worldwide. The team found it
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even easier to get adults playing and learning, perhaps given their cultural mandate to be
more obliging in the beginning. This kind of phenomenon is well documented in disabilityoriented research: often accommodations made to a more difficult-to-reach audience (in this
case, alienated adolescents) benefit other audiences as well (adults and parents also sorely in
need of sexuality education) (Pearson, 2001).
3.2b Game effectiveness: Supporting educational theories
x
Games can tap into both higher and lower order thinking skills.
Education experts stress the importance of tapping into the higher-order thinking skills of
students, in particular, critical thinking (Wenglinsky, 2000). Although definitions vary,
fundamentals of critical thinking include “the ability to gather, evaluate, and use information
effectively” (Beyer, 1985). Techniques that foster higher-order thinking skills must be a part
of health education, because of its concrete goals, i.e. learners must actually incorporate
health knowledge into their personal and social lives.
Games are well suited to addressing higher-order skills, when assessed according to
hallmarks of teaching critical thinking. These include: promoting interaction among students
as they learn, using open-ended questions (especially those without a “right” answer),
allowing sufficient time for reflection, and “teaching for transfer” i.e. applying skills to other
situations and student’s personal experience (Potts, 1994). SOL and YMJ are perfectly
applicable to every point listed. For example, the SOL’s Feelings and YMJ’s Opinions cards
only contain open-ended questions.
Nevertheless, low-level cognitive skills clearly have an important role in reproductive health
too, since they include memorizing factual information (e.g. routes of HIV transmission). In
fact, a lack of relevant health knowledge can have a “detrimental effect on thinking and
problem-solving ability” (Nisivoccia, 1996). Therefore, educators are advised to use a
combination of low-level-cognitive and high-level-cognitive questions (Potts, 1994). One of
the primary advantages of basic level questions
within a game is their ability to set a more rapid
Building Skills through Fantasy
pace, a function they serve within the SOL and
Henry Jenkins, director of the
YMJ games via the card sets Facts and
Comparative Media Studies program at
Quickpoints. They also allow for a great deal of
MIT, argues that as back yards
factual information to be covered during the
disappear, [computer & video] games
course of a game. Ultimately, the combination of
become the place where children
the open- and closed-ended questions within the
indulge in fantasy and, in the process,
games allow a pleasing range of complexity as
learn… ”It is a release from real-world
well as a moderated pace and transmission of
constraints,” Jenkins says. “It can be
information in an interactive style.
used to practice skills that are used in
the real world, but without the
consequences” (Copeland, 2000).
16
x
Games can play well to multiple intelligences.
It is of the utmost importance that we recognize and nurture all of the varied human
intelligences, and all of the combinations of intelligences. We are all so different,
largely because we all have different combinations of intelligences. If we recognize
this, I think we will have at least a better chance of dealing appropriately with the
many problems that we face in the world.
—Howard Gardner, Beyond IQ
Pioneer psychologist Howard Gardner and others have built a convincing case for using a
range of educational techniques in order to reach all learners. These styles include:
verbal/linguistic; logical/mathematical; visual/spatial; spatial/kinesthetic; musical;
interpersonal and intrapersonal. Basic creative design using the medium of games can result
in dynamic tools that speak to all types of intelligences. SOL and YMJ are strongest in
addressing linguistic, visual, kinesthetic, interpersonal and intrapersonal intelligences.
Multiple Intelligences: Why Play Games?
Game technology in the corporate classroom reaches out to the multiple intelligences as presented by
Howard Gardner in his 1993 book of the same title. The use of games and processes involving the
verbal, kinesthetic and creative talents of the participants, captures learning opportunities at a
multitude of levels within each of the intelligences.
Intrapersonal and Interpersonal Intelligences – The two intelligences often given the biggest test
of all in game technology. Good facilitation should allow ample time for reflection and self-learning.
Paired discussions and group work can then provide the opportunity to generalize observations to
real life communication issues.
Spatial and Kinesthetic Intelligences – Movement, problem solving using space and time, team
games, and dexterity games all involve tactile kinesthetic learning. For some people, whole body
movement enables greater focus and understanding, and helps to anchor the learning.
Logical-Mathematical Intelligence – Quickness of mind during discussion enables some people to
find solutions to games in an instant. Strength in this intelligence can often amaze other, more verbal
participants who are not as gifted in grasping sequence, order and logical solutions.
Linguistic Intelligence – The gift of language and the use of words can make or break a game as
can the interpretation by participants. As rules are read, solutions offered and discussions rage,
words, and their use become the focus, and listening becomes an important key to learning.
Musical Intelligence – The use of music to set the context, involve participants, and emote feelings
is instrumental in creating memorable and lasting learning.
--Learnology Corporate Training Company, New Zealand. www.learnology.co.nz
17
x
Games are excellent vehicles for maximizing experiential learning.
Although introduced as recently as 1984, experiential learning, i.e. learning through
experience, now forms the heart of many educational efforts, especially adult training
programs. Creator David Kolb describes a continuous cycle of learning: Concrete Experience
o Reflection o Abstract Conceptualization o Active Experimentation. The medium of
games presents endless opportunities for learners to work through structured experiential
sequences together, within the safe setting of game playing and imagined reality. Games can
include simulated characters and social situations; opportunities for teammates and players to
weigh options and imagine outcomes; time to reflect on the ramifications of choices;
facilitated reinforcement of putting values into action; and analysis of interpersonal processes
that mimic real life.
The “Real Game” is a successful example of the use of experiential learning in games.
Originally developed in Canada, this career and life skills education program has been played
by thousands of students in Canada, the U.K., the U.S. and Australia. It is currently used in
more than 35,000 North American classrooms. The game unfolds into a complex simulation
in which students are randomly assigned occupational
Methods and techniques that
roles and draw salaries, oversee budgets, manage
utilize learners’ previous
demands on time, plan for holiday and recreational
experiences, link conceptual
goals, and deal with problems such as job loss and
foundations to practice, and
gender discrimination. Five principles that are referred
encourage reflection are
to throughout the game are: “Change is constant.
pivotal to the learning
Learning is ongoing. Focus on the journey. Follow your
process.
heart. Access your allies.” Evaluation results have been
—Jackson and Cafarella
strongly positive, hence the widespread use of the game
(Curriculum Corporation, 2001).
x
Game media have potential to improve access to education for people with
disabilities.
The Center for Applied Special Technology elucidates ways for technology to serve learners
with disabilities. Their educational efforts combine knowledge about Universal Design for
Learning (UDL: creation of tools easily accessible to all people), neuro-scientific research,
and technology. At the heart of this effort is the growing recognition of variability in how
students learn. Experts look at three functional networks within the brain: recognition,
strategy, and affect, and use UDL methods to create “innovative technologies to build a
curriculum that can respond to differences in teaching and learning, and provides adjustable
ways of representing information, expressing ideas, and engaging students in their own style
of learning” (Pearson, 2001).
These specialists also emphasize the importance of teaching material in context, rather than
as disaggregated bits of information, since context is important to comprehension—for all
learners, and especially for learners with certain disabilities. As described earlier in this
document, quality games call for design elements and player participation that speak to
different learning styles and contextual learning.
18
x
Game effectiveness is supported by other educational theories as well.
These models also support the premise of using games for educational purposes. In addition,
they can also serve as excellent sources for concepts and practical techniques to incorporate
into future games. Constructivism, the most firmly established of the lot, is based on the
premise that learners “construct” their own realities. Educators are charged with guiding this
ongoing process, often using self-learning and group learning techniques.
“A unique characteristic of constructivist education is that responsibility for decision making
is shared by everyone in the class community…children also practice expressing their ideas
in a clear and acceptable way so that everyone can understand and decide whether to agree.”
(DeVries, 1998). The focus on social negotiation is especially applicable to health education,
since societies and communities define most health behavior.
Interactivism is based on the premise that “the purpose of education is to create sentient
learners who are able to recognize and intentionally adapt to changes and variations they
experience in their everyday lives” (Bichelmeyer, 2000).
Discovery learning methods are based on the beliefs that:
x When learners are given regular opportunities to discover knowledge for themselves,
they learn how to learn.
x When learners share their thoughts about ideas and the way they solve problems, they
grow intellectually. (Lacefield, 1999)
Other proven tools and insights are found within Cooperative Learning and Social
Integration methods: for example, research has indicated that socially-based learning can
have a significant positive effect on retention. (Lacefield, 1999).
The social transformation model was the genesis of a movement that led to the
unprecedented declaration by more than 250,000 people to abandon the ancient practice of
female genital cutting (FGC) (TOSTAN, 2002; NGO Networks, 2000). This model is
community-based, non-directive, focused on dialogue, values local tradition, and builds on
personal experience—all elements that could be well served by game media.
Writings about most of these theories and related
techniques commonly cite games specifically as an
excellent medium for such learner-centered philosophies.
Games foster participation, self regulation and autonomy
through voluntary acceptance and submission to rules.
Social Science Professor
Opportunities for conflict resolution practice frequently
arise during games—involving both the rules and the educational content. Games allow
educators to play at an equal level while still providing facilitation. Finally, games sow fertile
ground for teachable moments. As soon as a game begins, the traditional hierarchy of the
classroom or family is set aside—a useful educational dynamic, especially considering that
the parent or educator is typically not going to be present when the learner makes many of
his/her most critical health decisions in life.
Pursued in the right spirit,
play is “the great leveler in
parent-child relationships.”
—William Dougherty, Family
19
3.2c Complex potential of games: A simple puzzle and a Nobel Prize
One of the greatest barriers to wider utilization of games is the perception that they are too
simplistic—that they are mindless amusement. While some of the best games often are
simple (like the Asian game “Go”) the potential for complexity and sophistication within the
medium is unlimited. Hence the Nobel-prize winning system of mathematical analysis
known as Game Theory. Game Theory begins with a simple game that describes two thieves
under arrest. Each thief has two choices: confess or not confess. Their choice affects their jail
sentence, and the sentence of the other thief. Neither knows what the other will do. From this
small puzzle have grown entire branches of mathematics, economics and even philosophy.
Many issues that fuel game theory are directly relevant to questions of sexuality, for
example:
1) What does it mean to choose strategies "rationally" when outcomes depend on the strategies
chosen by others and when information is incomplete?
2) In "games" that allow mutual gain (or mutual loss) is it "rational" to cooperate in order to
realize the mutual gain (or avoid the mutual loss) or is it "rational" to act aggressively in
seeking individual gain regardless of mutual gain or loss?
3) If the answers to 2) are "sometimes," in what circumstances is aggression rational and in what
circumstances is cooperation rational?
4) In particular, do ongoing relationships differ from one-off encounters in this connection?
5) Can moral rules of cooperation emerge spontaneously from the interactions of rational
egoists?
6) How does real human behavior correspond to "rational" behavior in these cases?
7) If it differs, in what direction? Are people more cooperative than would be "rational?" More
aggressive? Both? (McCain, 1999)
This example is presented as a demonstration of the rich fodder that the world of human
behavior offers for translation into games—and the untapped resources that game theory may
present for the development of future educational games.
20
3.3 Game effectiveness: The sexuality education perspective
What is Sexuality?
Sexuality includes not only physical and sexual desires, but also issues of
identity, societal and gender roles and human relationships, including those
with family, peers and partners. (Adamchak, 2000)
There is a pressing need for more and better sexuality education tools for youth (and
adults). The dearth of tools is understandable. Adolescent reproductive health (ARH) is a
relatively new field, spurred in part by an increasing bio-social gap (earlier onset of puberty
combined with increasing age of marriage); the urgent problem of HIV/AIDS; and an effort
to counterbalance the increasingly irresponsible and explicit sexual content of mass media.
Despite apparently increased openness about sexuality in many cultures, including the United
States, most societies are still fundamentally “sexually silent” (Leight, 1988). For example, in
the U.S., the government spends millions of dollars on abstinence-only youth programs that
forbid mention of contraception. In the U.S., parental sexuality education has traditionally
been called “The Talk”—as in just one conversation, covering all of sexuality, mystifyingly
described as “the birds and the bees.” It is traditionally dreaded by parents and offspring,
many of whom have already been learning about sexuality for years from unreliable sources
(Whitaker, 1999). Many other cultures suffer through the same tongue-tied trauma. In some
places, formerly functional traditional sexuality education systems, commonly involving
aunts and uncles, used to exist, but have broken down with nothing to take their place.
Sexuality Experts List Reasons: Why Games?
x
x
x
x
x
x
Decreased anxiety
Increased group cohesiveness
Get people talking
Help youth learn from each other
Energize players
Take players minds off troubles
x
x
x
x
x
x
Teach social skills
Build thinking skills
Offer “back door” counseling
opportunities
Chance to “show off” knowledge
Lighten up the setting
FUN!
(NOAPP Conference, 1999)
x
Games handily remove the greatest barrier to sexuality education: silence.
Safari of Life Feelings question:
Name 2 things that would make it easier to talk
to an adult about sex.
Answer: Number one: they’re not your mom.
Number two: they’re not your dad.
--Boy, age 15, playing SOL with his parents, USA.
Research in many countries, including
the United States, reflects a common
refrain: parents and other adults want
help; they believe that sexuality
education is important but don’t know
how to go about it. Their discomfort is
contagious to youth. This barrier is
21
critical to overcome, given findings that meaningful adult relationships protect youth health
and well being (Adamchak, 2001) Our evaluation activities supported these findings as well.
Not one adult that we approached (including programmers, teachers, trainers, parents, et
cetera) turned down our offer to personally introduce or simply supply them with the games.
Players spoke openly and excitedly about sexuality issues immediately and consistently.
“I remember playing with my [adult] friends and everyone being a bit surprised that they felt a little
embarrassed about being under the spotlight; despite being so candid and open with one another
otherwise. It was interesting to see how the sexuality topics would produce "giggles" and laughter
among adults. It's like it caused them to regress back to adolescence. I think this reaction helps
put into perspective the difficulty that adolescents must have with discussing these issues with
their peers, let alone adults.”
(PATH staff member after playing the game with her friends on vacation)
x Games can be designed to support recommended elements and strategies
for effective sexuality education.
The SIECUS Perspective
The Sexuality Information and Education Council of the United States (SIECUS) calls for a
broad sexuality approach including integrated components that address social skills, self
esteem, information, critical thinking, values and how they apply to life, and community
input and support. As described earlier in this document, SOL and YMJ are explicitly
designed to address these factors.
Fun and relaxed atmospheres fostered active and joyful participation in game playing.
The atmosphere and informality of game play also supports critical elements of quality
sexuality communication including dialogue, listening, clarity and specificity, askability,
honesty, and open lines of communication.
The FOCUS Perspective
The FOCUS on Young Adults project, funded by the United States Agency for International
Development (USAID), distilled global experience into three strategies for adolescent
reproductive health. The implementation of all three could be well supported by the use of
games.
x
Strategy 1: Increase knowledge, encourage healthy attitudes, develop skills, and form or
change youth’s behaviors. Game potential here is clear, as described in this document.
x
Strategy 2: Improve the social environment so that young people are supported in making
health decisions and that programs and services are able to operate. Aspects of this
strategy that games can support include: “Encouraging critical discussion of the social
and cultural norms that may adversely impact ARH, such as norms related to gender
roles. Strengthen institutions that reach and support youth. Community organizing [that]
fosters ownership and participation, and engages community members—youth and
22
adults—in social action; adult caregivers…need to be encouraged to…communicate
effectively; help parents create a harmonious relationship with their children.”
x
Strategy 3: Increase access to and utilization of youth programs and health services.
Aspects of this strategy that games can support include: “strengthening the institutions
that support youth; increase quality and quantity of education;” increase “religiosity and
connection to religious institutions;” and provision of health services through increased
knowledge of services and demand generation. (Adamchak, 2000)
The FOCUS project also synthesized hallmarks of successful programs—most having game
potential as well, as outlined below:
FOCUS: Common Elements of Effective
Sexuality Education Programs
Characteristic of
SOL / YMJ?
Can be
incorporated into
future games?
Clear focus on reducing risky sexual behavior(s).
X
X
Foundation in proven theoretical approaches
X
X
Supporting tool.
Supporting tool.
Basic, accurate information about risks of
unprotected sexual intercourse and methods of
avoided unprotected sexual intercourse.
X
X
Activities that address social pressure on sexual
behaviors.
X
X
Modeling and practice of communication,
negotiation, and refusal skills.
X
X
A variety of teaching methods, designed to involve
the participants and have them personalize the
information.
X
X
Incorporation of behavioral goals, teaching methods
and materials that are appropriate to age, sexual
experience and culture of youth.
X
X
As part of larger
games package/
program
Possible (e.g. Real
Game) or as part
of games package/
program
Supports
Supports
(Adamchak, 2000)
Ongoing reinforcement of clear messages on risky
behaviors.
Duration long enough to complete important
activities.
Teachers and peer educators who believe in the
program they are implementing.
Other Perspectives
The combined experience of PATH, Advocates for Youth and other programs are
summarized below in seven Cross-Sectoral Elements of Successful Youth Programs. As
illustrated elsewhere in this document, games can be excellent tools in support of each these
elements:
23
x
x
x
x
x
x
x
Peer education approach can be very effective, when designed properly.
Meaningful adult involvement is critical.
Parents are often an untapped resource.
A broader approach is better than scare tactics.
Programs should address the real or human needs of young people.
Young people should help design program and activities.
Focusing on youth assets and other tools that are positive are important.
x Games can specifically support the important goal of discussing values and
morals.
Is “Virtue” a dirty word?
“One might argue that most sexuality education curricula address morals and family values
and feature them prominently in the programs; in practice however, many educators are
reluctant to facilitate discussions of these issues. This in turn restrains the free flow of ideas
and precludes honest discussion…Discussion of religious beliefs and moral codes, which
help govern behavior and decision making, strengthens sexuality education programs by
increasing the weight of the factual information provided” (Olivier-Miller, 2001).
“Today’s go-getter parents and today’s educational institutions work frantically to cultivate
neural synapses, to foster good study skills, to promote musical talents…We expend
enormous energy guiding and regulating [youth’s] lives. But when it comes to character and
virtue, the most mysterious issue of all, suddenly the laissez-faire ethic rules: You’re on your
own, Jack and Jill” (Brooks, 2001).
Research indicates that youth are often mistaken about their parents’ values about teen sexual
activity—they mistake information provision about safe sex for approval of teen sexual
intercourse (Dittus, 2000). Meanwhile, parents often underestimate the extent of their teens
sexual activity. These facts have serious consequences, because adults who do communicate
with youth about values regarding sexuality do protect them from a variety of dangers
(Adamchak, 2000).
As discussed elsewhere in this document, one of the most valuable facets
of SOL and YMJ is their ability to foster substantive dialogue about
morality, first by setting up a conducive atmosphere and then by
introducing the topics via carefully designed card sets.
x
Only by deliberating
together about moral
questions will we find
mutual respect and
common ground.
–Amy Guttman
Games may have other useful facets related to fostering a positive
atmosphere for sexuality education.
Almost no research has been done on the use of games for sexuality education. It is possible
that material is better recalled and applied when the mood state of the learner is similar to
that in which the person originally learned the material (Weingartner, 1977). Examples
24
include, the common military training technique of simulated warfare, and the frequent use
of role plays in training. It may be possible that the social, chatty atmosphere of game
playing mimics the social situations in which the sexuality information and skills might be
applied, e.g. introducing the concept of condom use to a sexual partner at a party.
This concept is supported by two studies that consider the issue of the “comfort level” of
sexuality education activities. DiIorio notes that increased adult comfort in discussions about
sexuality appears to foster increased volume of communication, which, in turn, is associated
with safer youth behavior (1999). Whitaker et al. write:
In addition to what parents say, the way in which they say it can influence teenager’s
behavior. For example, a discussion that consists solely of a parent’s demanding that a
child refrain from having sex may send a message that everything about sex is to be
avoided, and may thus suppress the teenager’s desire to discuss sex with a partner. By
contrast, a discussion in which a parent openly talks about sexuality and invites the child
to ask questions is likely to reduce the adolescent’s discomfort with discussing sex with a
partner and to increase the chances that the adolescent will do so. Although studies of
parent-teenager discussions about sex have assessed the content of the discussions,
parents’ attitudes about sex and the timing of the discussions, few have examined the
joint impact of the content and process of parent-teenager discussions (1999).
3.4 Game effectiveness: The health behavior perspective
Decades of advocacy for increased attention to adolescent reproductive health (ARH) is
paying off, partly fueled by the urgent crisis of HIV/AIDS, especially in Africa. Also, the
1994 International Conference on Population and Development produced “The Cairo
Agenda,” which includes a call for increased attention to adolescent reproductive health. This
agenda has been signed by scores of governments globally. Around the world, policymakers,
educational systems, health systems, donors, and others are increasingly supportive of ARH
programming. However, it is time for the next step—that is, developing and evaluating
dynamic approaches and tools to ARH programming. Health behavior theory can help, not
only by informing ARH game development, but also serving as the foundation for evaluating
their effectiveness.
x
Using health behavior theories to create and evaluate games.
The most appropriate health theory to use when
addressing game effectiveness depends on the
goals of the program in which a game is being
used, and/or the goals of a game itself. This
evaluation sought to understand the utility of SOL
and YMJ within a wide-range of contexts and
programs; the follow-on evaluation scheduled for
YMJ will use quantitative methods to measure
effectiveness in a more specific context.
Case Study
“In randomized clinical trials, children
and adolescents improved their self care
and significantly reduced their use of
emergency clinical services after playing
health education and disease
management video games” (Lieberman,
2001).
25
SOL and YMJ are designed to affect individual health behavior, through a focus on
information provision, skill building, values clarification and increased communication.
These elements have been demonstrated to be supportive of healthy behavior, according to
the following individual-level behavior change models: Health Belief Model, Theory of
Reasoned Action, Stages of Change Model, and Social Learning Theory. Population Services
International, an expert organization in Social Marketing, currently uses SOL as a tool within
the interpersonal component of large-scale behavior change programs. As described
elsewhere in this document, these games have also been shown to have strong potential for
use in formative research, e.g. they could be used to assess learners’ location along the
behavior continuum of the Stages of Change model.
Programs that seek to use these or other games to involve or influence communities, improve
organizations or affect policy would instead analyze the games’ effectiveness through models
more relevant to these aims, including community mobilization theories, diffusion of
innovation, theories of organizational change or an ecological framework for policy
development (Nutbeam, 1999).
26
4. QUALITATIVE EVALUATION FINDINGS: SAFARI OF LIFE &
YOUNG MAN’S JOURNEY
4.1 Brief history of Safari of Life
In 1997, PATH’s Asha Mohamud proposed an unusual approach to reducing the practice of
female genital cutting (FGC) in Africa: to produce a board game about the issue. Although
the concept seemed improbable, Mohamud pictured a board game that would allow children
and adults to put aside harsh accusations and dictated values and engage in a thoughtful,
respectful dialogue about a wide range of sexuality issues, including FGC, in a relaxed
setting.
The creative international idea has borne fruit: Safari of Life has used a classic Western
entertainment pastime in African settings to foster calm—even friendly—discussions about a
taboo, harmful, cultural practice. This outcome of positive dialogue is critical, given health
program experience with changing cultural traditions. The most successful programs have
demonstrated that only when people have the opportunity to work through their own
reasoning and logical processes will they decide to put aside a harmful practice. Then, PATH
staff realized that this sexuality education game could be useful all around the world (minus
the FGC specific cards).
The SOL game takes advantage of a format familiar to almost everyone who has played a
board game: players race to be the first to move their game pieces across the finish line. The
SOL "course" is a path of purple, yellow and green stepping stones which meanders among
colorful African scenes. When a player or team lands on a purple stone, the player must
answer a question on a card taken from a Facts pile. Answering the Facts question correctly
earns the player another turn.
A deeper side of the game is revealed when a player lands on a yellow stone. Then the player
must answer a question on a card taken from the Feelings pile. The Feelings questions have
no right or wrong answers: their goal is to generate lively discussions where players enjoy
27
the chance to express opinions and "hold the floor." The Feelings cards mix frank questions
about sexuality with easier, general questions about interests and goals. This often generates
energetic, positive, and explicit discussions between youth and parents or other adults about
sexuality.
SAMPLE GAME CARDS: Safari of Life
FACTS CARDS (close-ended questions)
Question: What are two ways to protect oneself against sexually transmitted infections?
Answer: No sexual intercourse (abstinence). Condoms also protect against most sexually
transmitted infections.
True or False: Having sexual intercourse ALWAYS feels great.
Answer: False. Sometimes it’s not good if you are emotionally upset, have never had
intercourse, are still learning about sexuality, are not "in the mood," are tired, in a hurry—or
are forced (raped).
Fill in the missing word: A woman’s genitals or "private parts" are called the ________.
Answer: Vulva.
FEELINGS CARDS (open-ended questions)
x
x
x
x
Why do some people have sex when they don’t want to? Are the reasons the same for
males and females?
Some young people say, “I have the right to do what I want with my body.” Some adults
say “You are too young to have intercourse and should wait.” What do you think?
What is your favorite song right now? What messages about sexuality are in it? What are
your thoughts about the messages?
What sexual issues should parents or adults discuss with young people? Why?
While parents tend to focus sexuality discussions on avoiding pregnancy and infection, youth
have a different agenda. While they are interested in staying healthy, they also want to talk
about relationships, feelings, and issues like abuse and alcohol. SOL responds to this need by
including questions that aren’t directly about sexuality. This gives players a break in the
intense sexuality conversations, and also gives youth a chance to practice "speaking up"
about their interests and goals.
Developing the Game
Developing a board game was a new endeavor for PATH. From the start, the development
team focused on creating a product that was customizable while at the same time would take
advantage of mass-production and local-production potential. One critical lesson from
PATH's materials development experience proved vital: Pretest, pretest, pretest, with a wide
range of audiences. The game passed through several “looks” and versions before a final
28
design was settled. Then, on “Take Your Daughter to Work Day” in PATH’s Washington,
D.C. office, we played SOL with four teen girls and one boy, with great success. PATH staff
realized this game might be useful in non-African settings as well, an idea that has proven
true.
Getting the Word Out
A Business 101 lesson has been driven home throughout the process: even the greatest idea
won’t go anywhere without “marketing.” (And vice-versa, as the Pet Rock proved.) PATH is
fostering U.S. distribution through a partnership with Learning Zone Express, a private, forprofit, educational materials company. Learning Zone Express donated resources and
expertise to put finishing touches on the game. Through a unique arrangement, PATH opted
not to make any profit from the game, thus enabling Learning Zone to produce and distribute
it in the U.S. for the low cost of $19.95. This is considerably lower than the average cost of
$45 per copy for similar health-theme board games. Learning Zone also facilitated low-cost,
high quality printing of 500 copies of the game, which were funded through a grant and
distributed for free by the NGO Networks for Health project, primarily in developing
countries. Efforts to publicize the game and the game model are ongoing. By forgoing any
income from the sale of the game, PATH helped keep the price down, and incentives up for
Learning Zone Express to be involved.
4.2 Brief overview of Young Man’s Journey
Feedback from test sessions inspired the creation of an additional set of cards for the SOL
game. This set, called Safari of Life: Young Man’s Journey, adds information on male
physiology, violence and homophobia to the basic reproductive health, contraception,
HIV/AIDS and sexuality issues covered in SOL. The cards, entitled Opinions and
Quickpoints are used with the original board and are appropriate for older youth and adults,
or younger audiences that have already played SOL. Both male and female players have
agreed that the information in the game is important for young men and women of all sexual
orientations.
The development of this version of the game was funded by a $25,000 grant from the United
States Agency for International Development (USAID) Men and Reproductive Health (RH)
subcommittee. The inclusion of YMJ during SOL evaluation activities added to the depth of
the findings.
SAMPLE GAME CARDS: Young Man’s Journey
QUICKPOINTS CARDS (close-ended questions)
Name at least three things you can do to stay healthy longer if you are HIV-positive.
29
Answers: Follow doctor’s instructions; keep all medical appointments; take medications on
schedule; eat healthy foods; get enough sleep and rest; exercise regularly; don’t smoke; keep
your spirits healthy; stay hopeful.
Question: Is it common for both males and females to masturbate?
Answer: Yes, masturbation is very normal and practiced by most people. It is also normal not to
masturbate.
Which of the following statements about emergency contraception (EC) is NOT true?
A. EC prevents pregnancy after unprotected sex.
B. Although effective for up to 3 days, the sooner taken, the greater the chance of success.
C. EC may be taken in either pill or liquid form.
D. EC cannot prevent sexually transmitted infections including HIV infection.
Answer: C. EC is not available in liquid form.
True or False? Having a sexually transmitted infection increases your chance of getting HIV.
Answer: True.
Question: Where did the old Chiquita Banana commercials warn customers never to put their
bananas?
Answer: In the refrigerator.
[Note: This card is an example of the card type that is included simply for its fun value.]
OPINION CARDS (open-ended questions)
x
x
x
x
Do you think a gay or lesbian person would want to be your friend? Why or why not?
Can you think of at least five slang words that people use for penis? Where do these words
come from, and why did they develop?
FINISH THIS SENTENCE with the first answer that pops into your head: “A good
friend is someone who always…” Explain your answer.
If his girlfriend takes birth control pills, should a young man help pay for them?
4.3 Evaluation Methodology
Relatively little research has been conducted on the use of games to address reproductive
health. As adolescent researcher Michael Rich notes, “in the earliest stages of research…
qualitative inquiry can be used to uncover problems and generate hypotheses.” This makes it
the “ideal approach to elucidate how a multitude of factors such as individual experience,
peer influence, culture, or belief interact to form people’s perspectives and guide their
behavior” (Rich, 1999). Hence, the qualitative methods described below were used in these
evaluation activities.
This evaluation assessed the ability of SOL and YMJ to reach their objectives, i.e. increase
reproductive health communication, impart information, and build relevant thinking and
social skills through communication among players. This evaluation also considered other
30
possible uses and effects of the game, as well as player configuration and settings in which
the games are most and least effective in achieving their objectives.
This qualitative evaluation was conducted through play with approximately 550 players in
thirty-five locations in eleven countries, with a focus on the United States. The PATH Games
evaluation team relied on participant and non-participant observation. Various tools were
used including pre- and post-play interviews, written questionnaires, and video interviews.
Findings presented are only those which were firmly supported through triangulation, i.e.
repetition of the same finding in different settings, by different observers. All players and
facilitators were unpaid volunteers. Snacks and small gifts were sometimes provided to
participants.
4.4 Human Subjects Exemption
The evaluation team applied for and received an exemption from PATH human subjects
committee. Full names of participants were not recorded. Permission was obtained by players
and programs for use of images in videotapes and photographs.
4.5 Overall: Evaluation Findings
“The first few times I read these questions they seemed so obvious I hardly noticed them;
around the fiftieth time, I began to think that, like many obvious things, they might actually
be a work of genius.” --Author Anne Fadiman describing eight simple cross-cultural health
questions developed by Social Medicine expert Arthur Kleinman.1
Fadiman’s reaction to Kleinman’s simple tool is similar to reaction of the evaluation team
and players worldwide to the SOL and YMJ games. While the games themselves have proven
to be high quality, educational tools, the spark of genius seems to be the simple act of game
playing itself, which contains many positive and dynamic facets. Evaluation activities were
consistently marked by bright faces, animated, intimate and friendly banter, laughter, and
throughout it all, substantive, meaningful discussions—and education—about human
sexuality and health. Obviously, the use of games alone would not be sufficient to generate
social transformation for improved reproductive health, but they certainly offer an easy-touse, vibrant tool applicable to many contexts.
These games were played in settings that ranged from a locked-down male juvenile detention
center in Virginia; “Big Guns” gym in New Delhi, India; a community parent group in a
Washington, D.C. elementary school; an urban boy’s program in Brazil; an after-school
program for at-risk girls in suburban Maryland; a primary school in rural Kenya; an adult
education workshop for youth workers in California; a group of “30 something” straight and
gay friends in Washington, D.C.; among many others. Overall, over 500 players tried out the
1.
The eight queries are: 1. What do you call the problem? 2. What do you think has caused the problem? 3.
Why do you think it started when it did? 4. What do you think the sickness does? How does it work? 5.
How severe is the sickness? Will it have a short or long course? 6. What kind of treatment do you think the
patient should receive? What are the most important results you hope he/she receives from this treatment?
7. What are the chief problems the sickness has caused? 8. What do you fear most about the sickness?
31
games in eleven countries, always using the same cards (SOL and/or YMJ), the same rules
and the same African-theme game board. In only one location was the feedback not
overwhelmingly positive: peer educators based in a California barrio didn’t feel their 16year-old peers would be interested in a board game, but did immediately adapt the game
cards for use as icebreakers.
Players and their organizations often demonstrated their positive judgment of the game by
taking ownership and adapting the games on their own initiative. Population Services
International invested substantial resources to test the game in Francophone Africa and
subsequently create a French version. A University of Washington graduate student found a
partner organization to help create and field test a Vietnamese version, now in use. Test play
at an international population conference led to a $25,000 grant from USAID to develop the
Young Man’s Journey card sets. In the Philippines, PATH staff created a local version called
“Hop the Isles.” A Tanzanian group ranked the cards by difficulty and taped them to playing
cards to add a scoring system. PATH contributed funds to create a partner publication called
“Best Games for Reproductive Health” and also to conduct a quantitative evaluation of YMJ.
(Both projects will be completed within the next year.)
Overall:
x
x
x
x
x
x
x
x
In every test site but one, both SOL and YMJ were immediately well received and
enthusiastically played. The key to their success may lie in the dual nature of games: the
simple, familiar and easy-to-use/adapt exterior belies a potentially sophisticated
educational tool whose advocates range from Renaissance scholar Juan Luis Vives to
John Locke to modern constructivist theorists.
Players consistently respond to the fun and light-hearted nature of games, an important
component of high quality sexuality education with young people, given the
awkwardness that often accompanies the topic.
The three most immediate uses of the games are: as an icebreaker; to clarify values; and
as a formative research tool. (See sections 4.7 & 4.11 for more detail.)
The long-term value of the games lies in their ability, in an engaging way, to positively
affect sexual and reproductive health knowledge and attitudes, and to increase immediate
and long-term communication about these issues.
Adults respond to these games as enthusiastically as youth, perhaps because they may
have an even greater need for an icebreaker to discuss sexuality topics than do youth.
The greatest barrier to use of the games is getting them “off the shelf.” Prior to
playing, many of our players were dubious about the games (couldn’t picture what the
games would be like, thought they would be a waste of time or had no purpose, wouldn’t
be fun, not appropriate for a serious topic, may be uncomfortable), but within minutes of
starting, players often became animated—and instant game advocates.
While the entertainment, color, tactile, and competitive aspects of the games are vital
components, the quality of the questions on the cards (phrasing, content, level of
difficulty) is the key to success.
Ultimately, a high-quality educational game must pass muster on two distinct but
equally critical levels: 1. Fun to play, and 2. Substantial learning takes place.
32
The remainder of this section presents the evaluation findings in relation to the four game
goals and additional points, with typical illustrative quotes from players and evaluators. The
findings refer to evaluation activities that used either SOL or YMJ or both.
4.6 Evaluation findings according to the four stated goals of the games
The four goals of SOL and YMJ are:
1: Players demonstrate increased ease of communication about sexuality topics.
2: Players demonstrate increased knowledge about sexuality and health.
3: Players engage in quality discussions about personal sexuality values and attitudes.
4: Players demonstrate critical thinking practice, as they discuss and refine their solutions and
reactions to questions.
This evaluation’s findings according to these goals are as follows:
Goal 1: Players demonstrated increased ease of communication about sexuality
topics. This is one of the most successful attributes of the games. In many societies,
adolescents (and even adults) are isolated from information about sexuality to such an extent
that they are completely naïve about matters that are important to their own reproductive
health. These games demonstrated over and over their ability to foster communication—
sometimes for the first time ever—about sexual and reproductive health.
“I am about to get married, and am thankful to this game that I am able to gather so much of
sexual information which otherwise would not have been possible, as we youngsters cannot
discuss sex among friends and cousins, even if they are of a similar age group.” (Male player,
age 26, India.)
“We cannot discuss sex openly as it is considered a ‘taboo’ in out society. This game is a real
eye-opener.” (Female player, age 25, India).
“The masturbation questions caused quite a stir. Every time there was one the group would
start laughing. At the end I asked if they thought they were good questions to include and one
of the male participants answered with a shy yes.” (PATH evaluator playing with teens,
Washington, D.C.)
“You need to have some way of getting into the conversations. Safari of Life provides that.”
(Program manager, PSI, Rwanda/Madagascar)
“In the context of broader programs, I see its value in facilitating easier communication about
sexuality issues.” (Trainer of adults who work with youth, California).
“Initially the participants were hesitant/afraid to answer the questions asked, and to share
their feelings/opinions/thoughts on situations presented. But as the game progressed,
inhibitions or restrictions were set aside.” (Evaluator, Muslim male youth group, Philippines)
33
“I liked the game because you can be truthful about sex.” (7th grade girl, after-school
program, Washington, D.C.)
“It is a great way to learn how to be out in the open about personal situations.” (7th grade boy,
after-school program, Washington, D.C.)
Goal 2: Players demonstrated increased knowledge about sexuality and health.
Players in every setting were able to recap specific items that they had learned during game
play, most typically relating to male and female physiology, sexually transmitted infections
and HIV/AIDS, contraception and sexual activity including intercourse. In the more abstract
realm, players articulated complex ideas about social aspects of sexuality, including relations
between genders, parent-child communication, friendship values and self esteem.
Dear PATH,
I teach Family and Consumer Science and Health. I have been using the Safari of Life game in
my 7th grade Sex Education class and would like to try to order a couple of more games. The
students are very receptive to the game, because it's a way to talk about sexuality issues in a
non-threatening way.
--Peggy Nelson
Red Lake Middle School
Hwy One, Red Lake, Mn. 56671
“It was better than health class. Health class is too boring and this game was a fun way to
learn the information.” (African-American teen girl, Quaker summer program, Washington,
D.C.)
“We have gathered so much information from the sexuality game.” (female, age 25, India)
“Players stated that they learned more about: “sexual health and misnomers;” “definition of a
“wet dream;” difference between “wet dreams” and “blue balls;” “everyone has a different
opinion of the term sexuality;” “questions/topics I had not considered.” (Feedback from
group of 30-something gay and straight urban professionals, Washington, D.C.)
INDIA: We are married since five years. We have a daughter who is two and a half years
old. We played the sexuality game and found it very interesting and informative. There are
certain things about sex, which we are not aware of even after five years of marriage. For
example:
[Husband]…I always used to think that…any sexually transmitted infection are always
deadly diseases which are incurable.
[Wife]…This game has really helped me in knowing lot of sexual facts, which I was
completely ignorant of. The fact that the most sensitive part of a woman’s body is ‘The
Clitoris.’ I would love to play this game again and again with my younger sisters who
are aged 16 and 19. I would like to impart sexual knowledge and the fact related to it as
today’s teenagers are continuously indulging in sexual activities for fun sake without
realizing and understanding its real meaning and the difficulties associated with unsafe
sex.”
34
Goal 3: These games fostered fruitful discussion about personal sexuality values
and attitudes. Most groups had at least one player with a healthy perspective on these types
of topics, and players typically seemed willing to consider and agree to the healthy
perspectives as most desirable. Clearly, while such an atmosphere is not conducive to
publicly disclosing risky behaviors the players might actually engage in, they were often able
to discuss those risks in the third person (some people…), and receive negative reinforcement
and better understanding of the risks, usually from peers. Quality facilitation was a critical
factor in maximizing the potential of these discussions. (Facilitation issues are discussed in
depth in a subsequent section.)
Q: What was the reaction of the players to Safari of Life?
A: Fun, laughter, thorough engagement with its material.
Q: Why was, or was not, the game useful?
A: The game provided a familiar, interactive and fun venue to talk about reproductive
health information. Each group had a number of interesting side discussions,
processing the game and talking about the challenges they face in dealing with this
type of information in their own countries.
--Katherine Bond, PATH Mekong. Describing workshop with adults
from nine Asian countries who work for youth-serving organizations
“One of my friends commented that she thinks the game is thought-provoking. My guess
is this relates more to the Feelings cards. I think for me this comment affirms the potential of
the game to have a broader effect on sexuality education. In addition to providing facts on
sexuality topics, the game really has the potential to make players (adults and adolescents)
examine their values and feelings on particular issues, concerns, etc. as well.” (PATH staff
member, about playing the game with friends.)
“Abortion is a good topic that the cards brought up. Teens are fascinated with the subject.
They want to discuss ethical issues. They often can’t do that at home. They use our
discussions as a forum to speak out.” (Peer educator program manager, California)
“The exercise activities were effective for me and also for youth, not only to receive
information, but also to express my feelings and experiences to others.” (Asian adult
workshop participant on use of SOL with a quiz and body mapping exercise, Thailand)
“I like the game because it tells your personal feelings and you can express your emotions.”
(Middle-school girl, after-school program, Washington, D.C)
“I have a cousin whose sexual behavior is not normal, in the sense that he is a gay.
Everybody in the family used to think that he has picked up homosexuality because he has 3
sisters and he is the only male in the family. But after reading this convincing report from
U.S. surgeons who have taken out a study, about gays and lesbians, it seems gays and
35
lesbians are naturally born as homosexuals and there is no way they can change that fact.
This is very informative for the parents who are worried about their children's sexual
behavior and do not provide emotional and mental support to them.” (Game player, age 25,
India, referring to game card that quotes the U.S. Surgeon General’s report on sexuality)
Goal 4: Players demonstrated critical thinking practice, as they discussed and
refined their solutions and reactions to questions.
Genesis of a typically fruitful discussion:
Game card: True or False? Having sexual intercourse always feels great.
Answer:
Uh, true. Right? Yeah, ‘cause that’s what I seen in the movies and if
it’s in the movies then it’s got to be true.
(Girl, age 12, Washington, D.C.)
“I definitely think that the game fosters critical thinking skills. The very nature of many
of the Feelings questions requires adolescents to go through a thought process that makes
them analyze experiences, values, etc. to reach their conclusion/answer. I recall on more
than one occasion having heard players say that they had remembered learning about a
particular topic (related to a question) in health class or heard about it in some other way.
In such cases the players had to use critical thinking skills: they analyzed the question
and incorporated relevant information they had previously learned to formulate an
answer.” (PATH evaluator)
“[SOL] makes you feel as if there are many things you need to know about sex.” (Middle
school student, Washington, D.C.)
“They liked the new cards better because they were challenging and made them think more
than the other ones.” (PATH evaluator after testing YMJ with older African-American teens,
who found SOL to be too easy.)
4.7 General strengths of Safari of Life and Young Man’s Journey
x Players frequently showed their positive reaction to the games through postplay statements such as: “Where can I get this game?” “Let’s play a little
longer.” “Can we play again?”
“Universally, everybody loved it, across the board. They all said, ‘Where can we get this
game?’” (Teacher after playing the game with prison staff, inmates and inmates’ children,
Washington, D.C.)
“Participants didn’t want to stop playing.” (Facilitator, workshop for adults, Thailand)
36
“The youth especially enjoyed it because even though we ran out of time and were unable to
finish the game, they still insisted on continuing.” (Program manager, working with East
African refugee youth in California)
“All [players] liked Young Man’s Journey very well; they complimented it and wanted to
request a copy of the game for each person.” (Program manager, Boy’s Program, Brazil)
“The students and some teachers requested that I should take the game to them often so they
can continue playing.” (PATH Kenya staff member, after playing with primary school
students, Kenya)
“I did like the game because it have good question. I will work harder and better on that
game. I will like to buy it some day.” (6th grade girl, Washington, D.C.)
“Where can I buy this game?!” (7th grade girl, homeless shelter, Washington, D.C.)
x These games quickly create a lighthearted atmosphere, which supports
reaching game objectives by fostering open and explicit dialogue.
“The atmosphere in the room was chatter, laughing. I jokingly told one group, “Hey! You all
are having too much fun back there!” (Workshop for youth-serving adults, California)
“Easy interaction on such sensitive issues with a simple discussion.” (Asian adult workshop
participant, Thailand)
“The Safari of Life/Young Man’s Journey is appropriate for Filipino young men…The game
itself allows the discussion to be less formal, making it easier for the participants to open up.”
(Evaluator, health organization, Philippines)
“Safari of Life…allows the moderator to introduce the subject of sexuality to the group in a
very non-threatening atmosphere. The game creates a positive atmosphere to facilitate rich
conversations on the subject of sexuality, which can continue well after the game is over.
(PATH staff, India)
“The game definitely created lots of discussion and a very positive environment to discuss
reproductive and sexual health…I think it is a hit and a great educational tool.” (Kate
Randolph, Vice President, Population Communications International, after testing the game
in Mexico)
“Relaxed atmosphere created comfortable environment for discussing topic, conversations
developed quickly…great tool and frank approach…love the overall concept…questions
prompt great discussion; lightheartedness to more heavy discussions’” (Feedback from group
of 30-something gay and straight urban professionals, Washington, D.C.)
“It would be a very friendly game for people to come together.” (Middle-school girl, afterschool program, Washington, D.C)
37
“We all have learned so much from this game; we could never speak or even discuss about
our problems to our wife/girlfriend/boyfriend/parents/grown up children…what I feel about
this game that while playing this game one can have is fun and raise awareness about sex.”
(Man, age 25, India)
Lo que a mi me gusta de el juego es que uno se divierte con las personas.” (8th grade boy,
Washington, D.C) (What I like about the game is that you have fun with people.)
4.8 General problems/barriers to effective use of SOL and YMJ
x
Getting the games “off the shelf.”
This evaluation found that adults and youth alike are often initially reluctant to play these
games. This appears to be due to a lack of knowledge of a novel product, i.e.“a sexuality
education game,” in combination with nearly global fears about talking about sexuality.
Other apparent reasons: couldn’t picture what the games would be like, waste of time, no
purpose, won’t be fun, not appropriate for a serious topic, may be uncomfortable. Once
convinced to try the games (in these cases, the “convincer” was a game evaluator appealing
for help), the players quickly become ardent game advocates. However, that initial barrier to
play is potentially substantial. Evaluators found that good will fostered by pleas for “game
guinea pigs” was very effective. Evaluators also found that playing it with parents, in order
“just to demonstrate it, so they can consider playing it with their own children” becomes its
own end, and a good “hook” for often sorely needed adult sexuality education. (A parallel
approach is common in adult literacy education—for example, parents are taught to read
using children’s books, with rationale/immediate payoff in a plan to then read those books to
their own children.)
Actual example of this phenomenon (with names/organizational information changed):
As described elsewhere in this document, three other game evaluation and adaptation
activities in the Philippines have been strongly positive.
Dear Lily,
My feeling is that without an 'enthusiast' there to facilitate the first use of the game, it is
not going to get used in Philippines…Any suggestions? If I ever get to a venue with our
regional staff and time on the agenda, then I will certainly try and facilitate a trial of the
game with staff. I think that their own personal inhibitions are the barrier.
Yours, Isis
x
The cost of the games may be prohibitive to some.
The U.S. producer of SOL sells it for $19.95 plus shipping costs, considerably less than the
typical $40 cost of many educational and popular board games. One way the producer is able
to contain cost is by printing a low-cost, laminated game board, which also allows it to be
rolled-up and packaged in a shipping tube. (This does necessitate “flattening” the board on
38
the other end, which one evaluator reported took several days in the sun, under books. No
other evaluators mentioned the issue.) The fact that PATH makes no money from the sale of
the games helps keep cost down as well.
Even so, to cash-strapped U.S. programs, dubious parents or Third-world organizations, that
price could be enough to keep the game out of their hands. An AIDS education game was
discontinued by Teaching Aids at Low Cost because, according to the group, “the cost of
reprinting would make the game too expensive for people in developing countries.” PSI’s
Francophone programs are currently exploring ways to locally produce the games for less. A
program in Viet Nam was able to produce fifty copies, complete with hand carved wooden
game pieces (cost information
Does your organization have the game and models manufactured? If
not available). Permission to
so, how does that process work, and how do you keep costs down?
copy the game is given (as long
as it will not be sold) so
We rely on small scale production systems to incorporate the feed back
program participants can feel
from our users. Most of the products are hand assembled and screen
free to create their own board.
printed, which allows us to take the advantage of semi skilled labour
One program in Connecticut
intensive production methods. Small production volumes helps us in
created a room-sized board that
inventory management and quality control.
used humans as game pieces,
—Thoughtshop Foundation, India
and giant dice made of
cardboard boxes.
From:
Sent:
Subject:
Haffey, Joan
Wednesday, June 27, 2001
Safari of Life
In speaking with Michelle Folsom [PATH Kenya office director], she mentioned that,
as a result of Rebeca's visit, Samson introduced SOL to a group of Kenyan NGOs.
Everyone loved it, but they were trying to figure out a way to get it at a reasonable cost.
PATH Kenya may just photocopy the board and the cards for them, but Michelle
wonders if we've considered a cheaper alternative, such as a cloth or paper board...
x Although these games can be played in various physical settings, noise and
commotion are often a constraint.
“The dynamics of the room were a real challenge. I had a hard time hearing the kids over the
background noise…yet, in real life, this is often the way this game will be played. For
example, if we had had our room to ourselves, I think the Feelings questions would have
been much more interesting to the kids.” (PATH staff member, playing with AfricanAmerican teens, Washington, D.C)
“We have programs in Cameroon that have 100 kids in a classroom. We can’t use SOL there,
although the cards alone are a possibility.” (Program Manager, PSI, Africa)
x
Limitations of SOL with certain audiences
39
Evaluation findings revealed that the content of SOL was too easy for some older teen
audiences, especially those who had already taken “Health Class” at school. (Interestingly,
SOL was often not considered too easy by many adults, including some reproductive health
professionals.) Hence, while YMJ adds issues of male physiology, violence and homophobia,
to the general sexual and reproductive health content of SOL, the level of difficulty of the
cards is higher as well. Therefore, less advanced players can first play SOL and work up to
YMJ; more advanced players can start with YMJ.
Also, some older teens didn’t like the card set title of “Feelings” which they thought was too
“mushy.” In addition, some players would get distracted by the card set title “Facts” and
begin debating whether card contents were technically “Facts.” The actual working
difference between the card sets is that one contains open-ended questions for discussion and
one contains close-ended questions with the answers on the card. After pretesting new card
set names, game developers named the two YMJ card sets Opinions and Quickpoints.
x
More supporting materials are needed
Suggested additions to the supporting game booklet include drawing of external genitalia,
(only internal diagrams are currently included), a glossary, more reference information for
critical issues and more guidance for facilitators (the latter is elaborated later in this
document).
x Some technical information in the games will become outdated.
During the process of this evaluation, one Facts card became outdated (It stated that the
health benefits of male circumcision were minimal; not necessarily true in light of recent
research that indicates it may help prevent HIV transmission). That card is now removed
from game sets. However, once the game has been shipped, this process is no longer
possible. Facilitator materials should include guidance on how often and how to review game
materials for currency of information. References to reliable sources should be given for
updated information.
x
Rejection of board game format by one group
In one setting, Latino peer educators who work with 14-16 year-old males in a California
barrio didn’t feel their peers would be interested in playing a board game. They indicated a
board game might be more appropriate for use with boys who are about ten years of age.
However, they did find the card sets valuable as easily portable icebreakers.
4.9 Playing the games: Where, what, when, with whom
x These games are applicable for a wide range of audiences.
SOL and YMJ have been positively evaluated in eleven countries by players ranging from age
ten and up, male and female, various sexual orientations, representative of a wide range of
40
racial, ethnic, language, cultural and socioeconomic backgrounds. Game evaluation activities
strongly supported the position of the NGO Networks for Health project that “discussions
about sexuality can occur across the gender divide when they take place in the context of
hope, care and the future.” (NGO Networks, 2000).
“SOL is broadly transferable to all ages.” (PATH staff member, Thailand)
“I am so thankful that you gave us the game, which, as you heard, has already been a great
hit among people of all ages and positions in the program we run at the prison.” (Prison
literacy program manager, Washington, D.C.)
“In reference to our board game (for child sex workers in particular) which is the adaptation
we did of the Safari of Life game: we call the adapted game "Hop the Isles." We pretested it
with adolescents (ages 13-19 years) in-school and out-school, in sex work, to sexually active
adolescents but not necessarily sex workers, and to those who are not yet sexually active.”
(PATH staff member, Philippines)
x The ideal composition of a playing group varies by age, cultural setting and
other factors. Many players and programmers felt mixed gender groups were ideal, but
there were important exceptions.
“I don’t want to sit around with a bunch of guys talking about my testicles. I want to learn
more about what’s between her legs, not mine or his.” (African-American teen in
Washington, D.C. contemplating the development of YMJ)
“Kids in Ninh Binh were not so comfortable when they played the game in a mixed group
(girls and boys together). They felt much more relaxed and had active discussions when they
played in homogeneous groups.” (Evaluator, Viet Nam)
“We had a very talkative person in our [mixed gender] group which seemed to make the two
girls a bit more timid to speak. I think given the opportunity to play ONLY with girls would
perhaps have provided an opportunity for the more shy girls to speak out, maybe even ask
questions.” (PATH evaluator, playing with African-American teens, Washington, D.C.)
“It may be advisable to have a homogeneous group because it is easier to level off, and
discussions will be more specific. In the mixed group (General Population + High Risk) the
men coming from the general population were not as talkative as the ones from the high-risk
group. Either they could not understand what the other participants were saying or were too
ashamed to say they have not experienced it, for example, “sex.” (Evaluator, working with
young men, Philippines)
x Up to ten participants can productively play (when paired off into teams).
The dynamics of teamwork are often positive, entertaining and offer greater “social safety”
to players. Nevertheless, the smaller the group, the more opportunity all players have to
speak and the shorter the wait between turns.
41
“Too many people were talking.” (7th grade girl playing with seven other players,
Washington, D.C.)
x
These games can be useful in a large variety of settings.
While researching potential test sites for the game, every type of program we approached
was very interested in hosting an evaluation activity, apparently due to a sense of
responsibility to address sexuality and reproductive health in many different types combined
with a lack of confidence or tools to do so.
Possible settings include: schools; after-school programs; Boys & Girls Clubs; scout
programs; peer education programs; youth groups; training programs (adults or youth);
homeless shelters; parenting groups; family therapy and other types of counseling; religious
groups; informal settings (family, friends); community centers; YMCA/YWCAs; senior
citizens groups.
“I would like to suggest that you should do one or two days workshop in colleges, university,
private institutes, health clubs and even on websites.” (Player, India)
“The name of our program is "The D.C. Family Literacy Project," run out of Georgetown
Law Center. We are a part of the Street Law and Family Literacy Clinic. I am looking
forward to using it again this spring, both in the prison, and in our new location at a half-way
house.” (Prison literacy program manager, Washington, D.C.)
“It was really nice of [my friend] to get this game to my Gym “Big Guns.” Earlier I was a
little hesitant to play this game with my clients as I was in a impression that this could
harness my Gyms’ reputation. But when I got into playing the game, all my clients actually
admired the game and realized that this game is not [just] a fun game but actually an
informative game.” (Player, India)
“I played Safari of Life with my boyfriend and my parents, who are Greek immigrants aged
65 and 55. While my parents have been much more liberal than many others in my extended
family…we still never really discussed sex in such a candid manner…I was somewhat
reticent to play it with them, but also interested in seeing their reactions to the questions and
the game itself. My parents thought that the game was great, which was very surprising! My
father in particular, who rarely discussed sex when I was younger, seemed to enjoy the game,
and didn't think there was anything wrong at all with using it to communicate and teach
adolescents. My mother too, thought it was good to use it with adolescents. As an aside, I
think her opinion may also have been influenced by the fact that her parents never discussed
sex with her, and that many of the experiences of adolescence came as a surprise to her. In
general, they thought it was great, and wanted to play it with their friends. Though they did
better than I thought they would, they also illustrated that many older persons also have
knowledge gaps when it comes to sexuality, and that they require education as well.”
(Woman, age 25, Arizona)
42
4.10 Critical components in effective use of SOL and YMJ
x As with all sexuality education, the issue of facilitation is critical.
Depending on the group, the role of the facilitator varies. For his workshop with adults who
work with at-risk youth, one trainer didn’t feel that each individual group needed a facilitator.
However, with reticent adults and with most youth, quality facilitation is recommended to get
the most out of the games. While the games are basically self-driven, a facilitator can
enhance the experience by simultaneously managing both the game playing and the content.
Important game playing components include pacing (slow enough to develop ideas, fast
enough to finish on time), refereeing the rules, enforcing the “respect rule,” drawing out shy
players, and artfully containing overzealous players. Content management issues and
responsibilities include knowing when to steer conversations and when to stay quiet,
correcting misconceptions and misinformation, offering moral guidance, and following up as
necessary. While no tool can replace the indispensable human educator (teacher, trainer,
parent, friend, programmer); these games can make their job easier, more fun and support
their teachings.
Evaluation results confirmed that while the cards are worded as simply and clearly as
possibly, some long and/or unfamiliar words are necessarily included. These include:
contraception, sexually transmitted infection, circumcision and vulva. A facilitator should be
sensitive to issues of literacy and related levels of embarrassment. However, evaluators found
that most players like to have a turn reading cards aloud, and the facilitator can make sure
everyone gets a turn to do so.
“We edge toward teachable moments, and this game was a good precursor for those.”
(Training adults who work with youth, California)
“In addition to the fact that it was fun and the players were happy—the really important and
useful thing that came out of it were the discussions, and how they were facilitated by the
adult facilitators who knew how to probe for more information and explore implications of
answers.” (Program Manager, PSI, Africa)
YMJ “allowed them to discuss their feelings and beliefs. Since it was emphasized before the
start of the game “to respect the opinion of others” The Safari perhaps allowed them to
practice this virtue and accept others for who they are.” (Evaluator, playing with young men,
Philippines)
“The decision to have a homogeneous or mixed group will depend on the ability and skill of
the facilitator to address varying concerns and issues that come out of the game.” (Evaluator,
playing with young men, Philippines)
“Is there anything in the games literature for facilitators that speaks to how to handle
sensitive revelations by players? For example, if someone admits in answering a question
that they come from a violent/abusive home, are there guidelines for what facilitators should
do?” (PATH Evaluator)
43
“The games help begin the process of critical thinking but if you don't have an adept
facilitator (or parent) who then has follow up questions, then some of the analysis and
synthesizing could be lost. So maybe if there were a few more follow up kinds of questions
on the cards it would be helpful.” (PATH Evaluator)
“All cards should have a unique number that corresponds to a discussion guide. That way,
when a given question comes up, the facilitator can see what number it is and check for
suggestions on how to ‘process’ the question.” (PATH Evaluator)
“To make coordinating of the game effective there should be clear guidelines for the
moderators, which can be preceded with some training.” (PATH staff, India)
“Another important role of the facilitators is to keep the game slowed down” (Program
manager, PSI, Africa).
“Participants prefer to have a male facilitator. They claimed they would not be as
comfortable with the discussions if it were a female facilitator.” (Evaluator, playing with
young men, Philippines)
4.11 Recommended uses for SOL and YMJ: Tool Type
x
Sexuality educational tool for adults and youth, offering communication
skills, information, and values clarification, in the U.S. and other countries.
“Glad to let you know that my first test of the Safari of Life with the adolescents in Nghe An
was very good. Kids liked it and made some suggestions to adapt it. I also talked to the
World Population Foundation and they want to use this game as a main method for sex
education for adolescents in their reproductive health clubs.” (Evaluator, Viet Nam)
Dear All:
I want to share some positive feedback I got about the Safari of Life Game. Constance Rice (wife of
Seattle's former mayor, Norm Rice) has used it in a project she's developing in Swaziland at the
behest of Graca Machel, who is a personal acquaintance of hers.
The project is an after-school program for adolescent girls (ages 14-17) that aims to provide job
skills training, personal development, and importantly, reproductive health knowledge and skills.
The project will enroll its first groups of girls in September for a six month session. There's an urban
center and a rural center, and I believe a total of 400 girls will be enrolled each year (200/session).
A week-long teacher training took place in April. I gave Constance a Safari of Life Game, which she
took with her to Swaziland and used with the teachers--to great acclaim! Constance said it was very
popular and a great teaching vehicle.
Thanks.
Suzanne Tripp, Director of Development
PATH (Program for Appropriate Technology in Health)
44
“The game was very helpful and very culturally applicable. The youth enjoyed the game and
the training facilitators found it very useful as a follow-up activity following their training on
HIV/AIDS and pregnancy related issues.” (Program manager, working with East African
refugee youth, California)
x
Formative research: PATH testers.
The lighthearted atmosphere the game fosters makes it an especially useful formative
research tool, since players feel comfortable and open. Often, after only one hour of play, the
evaluators noticed wide variation in issues that seemed to need attention: e.g. homophobia
was notable among the students in the urban summer camp, while it wasn’t a problem among
the Latino males in the juvenile detention center. As for the latter, attitudes about violence
were often unhealthy.
“Many of the same sexuality topics resonated from group to group among the different
schools in terms of new information they would like to learn about.” (PATH Evaluator,
Kenya)
“The game provided a venue to determine the participants’ level of knowledge, to clarify
misconceptions and give new input of topics relevant to young men.” (YMJ Evaluator,
Young men, Philippines)
“I was walking around the room while the groups played, and by listening I got ideas of
things to address in the post game session.” (Trainer of adults who work with youth,
California)
“I found it disconcerting that the kids referenced the Bible when giving answers relating to
legitimizing forced sex.” (PATH Evaluator, African-American teens, Washington, D.C.)
x
Icebreaker/Getting to know each other (forming positive bonds)
The friendly and open atmosphere engendered by these games, and the card content are
invaluable in helping strangers and acquaintances get to know each other quickly, e.g. in
training situations. The games can be equally valuable in helping colleagues share honest
insights. Players also seem to enjoy inter-generational discussion about all of the sexuality
issues, possibly because everyone seems to have a lot of knowledge and ideas they want to
share—as well as things they want to know.
“In all the sessions, there was initial hesitation to talk about a few questions which were
direct, like, “What is sexual intercourse?” But gradually as the comfort level of the
participants grew they were more forthcoming with their responses. In fact, in one session,
two girls aged 20 and 25 left the room in embarrassment but soon joined the group when
their comfort level improved. Both these girls later got so interested that they took the game
home and played it with their friends and provided interesting feedback.” (PATH staff
member, India).
45
“Playing with them also made it evident that the game is a practical way to present topics that
aren't generally brought up by one about one self. It puts the issues on the table and takes the
onus off of someone to bring up the topic.” (PATH staff member, after playing the game with
friends)
“It was very useful with our youth peer educators to identify issues, biases and
misconceptions. That was very interesting.” (Program manager, PSI, Africa)
“This game can be used as an effective icebreaker for long-term training sessions also.”
(PATH staff member, India)
“Safari of Life helped us identify an issue with a senior staff person. We realized she had too
many biases and issues to be working with youth, and reassigned her to a different position.”
(Anonymous)
4.12 The devil is in the details: Keys to successful use of these games
x
The game cards are the real heart of the game. (See sections 4.1 & 4.2 for
sample cards)
Card Content
SOL and YMJ each have a pair of card sets: Feelings
Summarizes games too…
(SOL) and Opinions (YMJ) contain open-ended questions,
“I'm more excited than ever,
designed to generate discussion. Facts (SOL) and
because the richness of the
Quickpoints (YMJ) contain close-ended questions with
technologies being introduced and
the answers on the cards, a la the Trivial Pursuit game.
their enormous possibilities will
The cards address information, ethical, cultural and social
only make superior content more
issues. They are designed to introduce issues in a nonvaluable. Technology paves the
leading manner—evaluators found that players respond
way, but make no mistake: content
most sincerely to genuine questions, versus leading
is the fuel that drives this industry
questions, e.g. those that might imply homophobia is bad,
forward." –Sumner M. Redstone,
risky behavior is irrational. Players seem to be especially
Chairman & CEO, Viacom Inc.
anxious to be able to express views that they seem to
know are not “politically correct” and hear some well
crafted responses to those views. Also, players felt that cards that were too obvious were not
interesting, e.g. “Is it ever ok for a man to rape a woman?” A more complicated question that
can serve as a jumping off point for the same discussion is: “Is it legal for a man to rape his
wife? Do you think it should be?” (Further complicated by the fact that it is legal in some
countries.)
SOL contains several cards that refer to African proverbs. While professional reviewers often
expressed doubts about the feasibility of these cards, certain players clearly enjoyed them the
most. One cross-cultural parents group in Washington, D.C. actually fished them all out in
order to be able get every proverb card. Other players, including African-American students
46
and a Bangladeshi reproductive health professional clearly enjoyed the challenge of
interpreting them.
Sample Safari of Life proverb cards:
x
In Tanzania, Africa, they say, “I pointed out the stars to you and all you saw was the tip of my
finger.” How might this relate to sexuality?
x
If Africa, they say, “There is no better mirror than a best friend.” What does this say about
you?
x
In Africa, they say, “Sweet and sour go hand in hand.” How could this relate to sexuality?”
The factual information and the social and ethical questions create a lot of interest. Different
groups favor different issues. For example, the most vocal fans of the Feelings cards to date
have been middle-school, non-English speaking Latino boys in Washington, D.C. Again and
again they gave the reason for their attraction to those cards as: “they allow one the
opportunity to talk about one’s life.”
Topics for which U.S. players called for more coverage of include drugs/alcohol, religion and
sexuality, homosexuality (including prejudice, fear, and orientation vs. identity), family
issues, and the definition of sexuality.
Questions: level of difficulty, formats, wording
The cards purposely mix difficult and easy, light and heavy topics, in order to keep the
atmosphere balanced, and to give all players a chance for a correct answer. Also, some other
topics are included, in order to encourage everyone to have a chance to authoritatively hold
the floor (e.g. Name three things you like to do). These combinations seem to work well,
although some SOL players wished for more “fun” cards. Thus, YMJ contains a higher ratio
of simply silly cards, e.g. “Without writing it down, spell UTERUS backwards.” The YMJ
designers believed these types of cards would make the overall game more appealing, and
potentially increase its “replayability.” For the same reason, YMJ contains a wider variety of
question formats: e.g. multiple choice, guessing percentages, backward spelling.
Cards are worded so that they do not put people on the spot about their own sexual
experiences. This reassures nervous players before beginning. (They are also assured that
they are allowed to say “Pass” at any time.)
Since it is geared to a more sophisticated audience than SOL, the content of YMJ is more
explicit, with detailed questions about penises, masturbation, and sexual activity. Players
often appear amazed and shocked by these questions—and very interested in the answers.
Due to the wide variations in and rapidly changing nature of slang, neither game includes
slang in the questions. This exposes players to proper terminology as well. Facilitators and
players often spontaneously substitute the slang when necessary to promote understanding.
“The easier Feelings questions eased everyone into participating.” (Facilitator, working with
youth sex workers, Philippines)
47
“The game “Safari of Life” has been successfully conceptualized and the “FACTS” and
“FEELINGS” have been very sensitively listed.” (PATH staff, India)
“Lo que a mi me gusto fue que preguntas eran muy facil. Lo que no me gusto fue que unas
eran muy dificiles.” (6th grade boy, Washington, D.C.) (What I liked was that the questions
were easy. What I didn't like was that some were difficult.)
Not all feedback was positive:
“Participants appeared to have difficulty in understanding some of the questions asked and
situations presented during the game.” (YMJ Evaluator, Muslim male youth group,
Philippines)
Facts/Quickpoints vs. Feelings/Opinions
“It was easier for the participants from the high-risk group to answer the Facts questions than
the Feelings/Opinions questions, while participants of the general population group were
more open and comfortable discussing Feelings/Opinions questions.” (Evaluator, working
with young men, Philippines).
“The girls seemed to do quite well, overall, in answering the factual questions while the boys
seemed to find more confidence in answering the Discussion questions.” (Program manager,
African refugee youth program in California).
“Yo como puedo mejorar el juego es haciendo mas preguntas de la vida de uno”. (Middle
school boy, Washington, D.C.) (I would improve the game by making more questions about
one’s life.) [Add more Feelings cards that address personal issues.]
“The majority of participants preferred the “facts” cards to the “feelings” cards. Some
students indicated that they like the “facts” cards because they test their knowledge.” (PATH
Evaluator, about students in Kenya)
“The Facts and Feelings cards have a nice balance.” (Participant, Health professionals
workshop, Washington, D.C.)
x
Art and design
The attractive and colorful game board appears to be an important element of these games.
Players are often excited and curious about the board when it is brought out. While the game
is in progress, game players (especially younger ones) sometimes point to individual pictures
on the board and bring up African issues and/or animals. African-Americans and Africans
sometimes express an extra level of interest, appreciating a tool developed in Africa. NonAfricans also commonly express interest as well. Occasionally players envision adapting it to
their specific culture. (See later section of this report).
Managers of a Latino health program in Washington, D.C. felt that an African theme was
ideal because it sidestepped the complicated issue of representing members of the many
48
cultures of Latin America. Primary school students in Africa suggested creating a larger
board so it would be easier to reach.
“They all had good comments about the design, colors and drawings on the board.” (PATH
Evaluator, playing with primary school students in Kenya)
“I really love the color drawings and design of the board. It really brings out the meaning.”
(Girl, age 11, Washington, D.C.)
“I like the board setup. The bright [sic]made it more decorative.” (Girl, age 15, Washington,
D.C.)
“As for the board itself, we liked it. Very colorful. When someone asked about the African
theme I told them it was designed as an AIDS game in Africa and they thought it was cool.”
(Trainer of adults who work with youth, California).
x
The tactile, kinesthetic, visual and chance elements of the games are
valuable.
Evaluators felt that the tactile nature of the game, i.e. rolling dice, moving game pieces,
figuring out correct use of the game board, and supervising other player’s turns, contributed
to maintaining a positive level of energy throughout the
game. This is especially important with a quiet or shy
“If you observe people playing a
game—observe them, not the
group.
game itself—you will find that
they engage in repeated cycles
of activity. And this repetition,
the rhythm created, is one of
the strongest draws for people
to interactive entertainment. It’s
hypnotic. It’s involving.”
(Costikyan, 1999)
The element of chance in the rolling of the dice and the
unpredictability of which card/topic comes up further
adds to the suspense and interest in game playing. One
evaluator suggested greater use of visuals, which would
appeal to visual learners. This approach was tested by
adding reproductive health theme puzzles to the game.2
Players who answered a Feelings card were able to add
one piece to their puzzle. (This also made Feelings
cards more desirable, since only a correct Facts answer earns another turn for players.) These
puzzles generated many side discussions and served as sources of answers to questions.
x
The competitive nature of the game is often valuable as well.
Competition to do well and win creates energy, keeps attention, encourages close attention to
other players’ answers, and fosters repeat interest. Offering prizes adds to the appeal.
“We noted that with this activity they wouldn't mind how much time is spent. They also feel
competitive and it makes the game appealing to them.” (PATH Philippines program
manager, playing “Hop the Isles” (the Filipino adaptation of SOL) with youth sex workers.)
2
Pictures of male and female reproductive health systems, the human body at different stages, and types of
contraceptives were photocopied, colored in, and cut into seven-piece puzzles.
49
“We always give incentives [prizes] at the end of the game.” (PATH staff member,
Philippines)
“They competed to answer questions. Some wanted to answer for others. They didn’t want to
pass any questions and kept trying.” (Playing with primary school students, Kenya)
“I like everything in the game because we won. It was fun to play this game. The questions
were funny.” (6th grade girl, Washington, D.C.)
“The part of the game that I didn’t like was when Lyesha and I lost.” (7th grade girl,
Washington, D.C)
x
The rules of play seem reasonably easy to learn for most players.
The relatively simple rules allow the games to begin quickly and maximize time spent on
content. However, one drawback is that some players, especially older adolescents, actually
enjoy the game more if it is more complicated. Therefore, depending on the group,
facilitators may add extra rules, in collaboration with the players. The length of the game can
be adjusted by changing the rules or using one die instead of two. Finally, the green spaces
(no card is picked—only the instructions on the space are followed, e.g. Make a wish) on the
board are not always popular, apparently because players are anxious to pick from the card
sets, or are not interested in the content.
“We had staff play it beforehand, explained the rules to the group, and went around the room
to answer questions. It went fine.” (Trainer of adults who work with youth, California)
“None of the groups said it was difficult to play or understand.” (Evaluator, India)
“It is easy to learn how to play the game. I understood the rules very much.” (Girl, age 11,
Washington, D.C.)
“The rules of the game are simple, clear and easily understood. However, I think we should
change the rule that says a player takes another turn if he/she answers correctly. This slows
the game as most of the players were able to answer correctly. I suggest we replace it with: a
player takes another turn if he/she gets the face with six bullets on the dice.” (PATH staff,
Kenya)
“As an educator, one can creatively adapt the structure of the game, on the other hand, the
panel found the instructions to be confusing and recommends that the facilitator becomes
thoroughly trained and familiar with the game before using it in the classroom.” (Minnesota
Sexuality Education Resource Review Panel comments) [This critique of the instructions
was not repeated by any of the evaluators who actually played the game.]
“The Peer Educators felt that if you miss a question you should have to back up two spaces.”
(Program manager, California)
50
“After one hour, [the players] requested to modify the rules of the game—to use two dice and
to “ride on” other pegs if there are more than one peg in a space. If it is already the turn of
one of these pegs, the two other pegs will go with the peg which is already playing. This
request reflected the participants’ feeling of boredom during this time. It may be advisable to
play the Safari with smaller groups (ex. group of five participants) so that the participants
will have lesser ‘waiting time’ for their next turn.” (Evaluator, Young men’s group,
Philippines).
“From observing how the game plays out, I am wondering if it might be better to rely on the
dice less, and to instead have advancement based on the specific questions they answer
correctly.” (PATH evaluator)
4.13 Adapting SOL and YMJ for different audiences and settings
Culling and adding cards
Potential adult players like teachers and parents often seem reassured to be told that they are
welcome to look through the cards and remove any they feel are not appropriate. This seems
to mitigate fears of overly embarrassing material, and also indicates that they won’t have an
unacceptable sexuality education agenda imposed upon them, an especially important point
for programmers from other countries that do not perceive themselves to be as liberal as the
U.S. about sexuality issues. Nevertheless, the adults almost never actually remove any cards
by the time they are about to play. A mother and father in a homeless shelter began to
remove several cards, looked at each other, laughed, and put them all back in. An especially
rich game followed, including a thoughtful explanation by the father to his fascinated
children in response to the question “Why would someone agree to have sexual intercourse
when they don’t actually want to?”
The process of customizing the card sets (which ideally includes adding cards as well
removing them) may also create ownership of the game, create new activities with
educational potential, and ideally results in a game product that is more relevant to its
context.
Including questions that relate to local norms of risky behavior of peers is important—since
many people tend to overestimate their peers’ levels of risky behavior, and such
misperceptions have a negative influence on their behavior (Adamchak, 2000).
Adapting for use in other countries/cultures:
Overseas evaluation exercises often spontaneously generated ideas about customizing the
games, possibly by changing the graphics, substituting local proverbs for the African
proverbs used in the cards, and in two countries, translating the name into the local language
as “Journey of Life.”
“Participants showed difficulty in relating to questions and situations based on U.S. setting.”
(YMJ Evaluator, Muslim male youth group, Philippines)
51
“Questions need to be culturally-specific and/or rephrased so participants can understand and
easily relate.” (Evaluator, Young men’s group, Philippines)
“Subsequent to the adaptation of the game to indigenous practices, the game can be used with
the Indian audiences…the game is globally adaptable, as it addresses the basic issues of
sexuality and reproductive health in youth and adulthood…It will be useful to have quotes
from Indian and South Asian culture and practices. For example, in villages if one male says
to the female, “ Come, let us talk,” it implies let us have sex.” (PATH staff, India).
Adapting to other topics
Players and reviewers have offered multiple suggestions to adapt the game to other health
content issues, including: maternal health, nutrition, gender-based violence, fertility,
pregnancy; or for specific audiences: male, female, persons living with HIV/AIDS,
married/newlyweds, gay /lesbian /bisexual /transgender, and younger and senior players.
A Trivial Pursuit type of sexual education game would include multiple categories, perhaps:
HIV/AIDS/STIs, sexuality, family planning, anatomy, gender roles, violence against women,
and broader health issues that relate to sexuality. Other popular board games, like Cranium,
may also be easily adapted.
“Finally, they all agreed that the best way to keep the life of this game longer and keep kids’
interest is to play it topic by topic.” (Evaluator, Viet Nam)
52
5. REFLECTIONS, RIPPLE EFFECTS AND NEXT STEPS
5.1 Game evaluation lessons learned
In future game evaluation and development efforts, a few points are helpful to factor
into planning.
x
Evaluators had difficulty getting youth to write things down; after the fun of game
playing, they immediately seemed bored and uncomfortable doing so, and as a result,
were not very expressive. Participatory and verbal methods worked best.
x
Working with community groups often required an extra flexibility and patience, for
situations often occurred where other community activities necessitated rescheduling,
attendance at functions was unpredictable, and programmers were constrained by their
demanding jobs.
x
The incredible variation in dynamics among groups and settings called for on-the-spot
judgement calls in setting up and playing the games, with respect to small group
management, noise management, and enforcing the “respect rule.” This is accomplished
through skillful facilitation.
5.2 Other important effects attributable to this Grant Foundation grant
As with any new product or idea, without marketing, people will not know about it. Given
the relative novelty of the approach of using games to improve reproductive health (as
described earlier in this document), the task of “spreading the word” is that much more
difficult. In addition to allowing PATH’s Games for Health team to gain a much deeper
understanding of the potential of SOL (and YMJ), as well as games for health in general, we
were able to offer game-based sexuality education to approximately 550 players in eleven
countries. That process energized practitioners, educated players, and laid groundwork for
more communication about sexuality, while helping these games to become “living
products.” The evaluation activities funded by this grant allowed the Games for Health team
to leverage over $125,000 in additional funding and in-kind donations including: USAID
funding for YMJ game development and pre-testing, Learning Zone Express investment;
team member Rebeca Quiroga’s Kenya evaluation trip; PSI’s field testing and development
of a French Version; Ha Phan and the World Population Foundation’s Viet Nam version;
funding for the Games for Adolescent Reproductive Health Handbook and funding for a
quantitative evaluation of YMJ. All of these activities have or will incorporate the William T.
Grant Foundation evaluation findings.
53
5.3 Next steps
x
Expand the life/value of Safari of Life and Young Man’s Journey
The question remains as to how many times individuals will play the games before they lose
interest. An obvious approach to extend the life of these specific games is the development of
additional card sets (a common commercial solution to this issue for games like Trivial
Pursuit and Cranium). The Young Man’s Journey card sets are an example of this approach.
Programs can also be encouraged take ownership of the games, as well as generate fun youth
activities, by developing their own card sets—or whole new games. As many as six PSI
affiliates in Francophone Africa are in the midst of this type of process, as is the World
Population Federation in Viet Nam.
x
Continue to advocate for innovative approaches and create more games.
Pending quantitative evaluation activities help in the ongoing effort to maintain the status of
these games as “living products,” as will the forthcoming Best Games for Reproductive
Health publication. Quantitative findings and ongoing feedback will help contribute to
knowledge about how and when games can be effectively used. The PATH Games for Health
team will strategize about how best to continue to develop, advocate for and disseminate
creative, interactive, experiential approaches to sexuality education.
x
The Last Word
“More tools like Safari of Life would definitely be welcome. We are looking for ways
to do behavior change communication work without talking to people about health
risks. We want to engage people—we don't necessarily need to be serious and scary,
especially with youth. Tools that help keep the focus positive and upbeat, even fun,
are great." – Josselyn Neukom, Population Services International
54
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57
APPENDIX 1: GAMES EVALUATION ACTIVITIES MATRIX
Description
African refugee program
# Youth # Adult
Players* players*
8
1
Player
gender
Mix
Physical Setting
na
Page 1 of 2
Player
Demographics
African
Location
California
2001
Date
2000
Teen health promoters program
12
1
Mix
Youth Center Meeting Room
Latino
Washington, D.C.
Jan.
Middle school afterschool pgm
33
1
Mix
Urban pub. school classrm
African American, Latino
Washington, D.C.
Jan.
Josephine Traore, Mali
0
2
Female
PATH Offices
African, African-American
Washington, D.C.
Jan.
Elementary school parents group
0
7
Female
Urban public school
African American, Latino
Washington, D.C.
Feb, Apr
FCI Youth Materials meeting
0
15
Female
Professional meeting
Diverse, primarily White
Washington, D.C.
March
Pop. Assn Psychosocial Wkshop
0
100
Mix
Professional conference
Diverse, primarily White
Washington, D.C.
March
The Sable family (parents, 2 sons)
2
2
Mix
Hotel room
White
Washington, D.C.
March
FCI Youth Media Meeting
0
22
Female
Conference room
Diverse, primarily White
Washington, D.C.
March
Peer educators program
9
1
Mix
Meeting room
Latino
Mexico
May
Youth RH program
20
5
Mix
Youth centre, other
African
Rwanda, Madagas. Apr-May
Rebeca Quiroga and friends
0
6
Mix
House
Nairobi slums primary school
Eastleigh Youth Centre Primary Sch.
Givudianyi School – Kakamega
Secondary school – Kakamega
Secondary school – Kakamega
Secondary school – Kakameg
Moi Secondary Girls School
6
8
6
8
6
8
8
0
0
0
0
0
0
0
Mix
Mix
Mix
Mix
Mix
Male
Female
School
School
School
School
School
School
School
Urban African slum
Urban African slum
Rural School
Rural School
Rural School
Rural School
Girls' Boarding School
G. Lyssikatos, boyfriend & parents
0
4
Mix
Private home
Greek-American
"Reproductive health Clubs"
34
10
Mix
Youth clubs
* Some numbers are approximate. PATH evaluators are not included in adult player figures.
1 African American, 5 White Virginia USA
May
Kenya
Kenya
Kenya
Kenya
Kenya
Kenya
Kenya
June
June
June
June
June
June
June
Mesa, Ariz, USA
Aug
wide age range, marrd & non Viet Nam
Jul-Aug
APPENDIX 1: GAMES EVALUATION ACTIVITIES MATRIX
Description
AFSC Youth program
Metropolitan Boys and Girls Club
# Youth # Adult
players* players*
17
3
4
0
Page 2 of 2
Player
gender
Mix
Male
Physical Setting
Urban meeting facility
Youth program building
Player
Demographics
African-American
African-American
Location
Washington, D.C.
Washington, D.C.
2001
Date
Jul-Aug
Aug.
Juvenile Detention Center
14
0
Male
Locked detention facility
African-American, Latino
Alexandria, Virginia Aug.
Terry Elliot, PATH Seattle
0
1
Male
Professional reviewer
White
Seattle, Washington Aug.
Peer educators program
3
1
Male
Barrio
Latino
Sn Diego, CA, USA Sept.
High-risk youth staff training
0
15
Mix
Professional Conference
Diverse
Male involvement peer ed pgm
4
1
Male
na
Latino
Van Nuys, CA, USA Sept.
SIECUS
0
2
Female
Professional reviewers
White
New York City
Youth serving organizations
40
4
Male
Organizations' offices
PROMUNDO (NGO)
5
2
Male
na
urban at-risk boys
PATH India
5
10
Mix
Offices, gym
Joyce LeFevre and friends
0
9
Mix
Prison Literacy Program
5
5
Youth RH Program
5
Regional capacity building seminar
San Joaquin , CA
Sept.
Sept.
high & low risk; muslim & non 2 cities, Philippines Sept.
Brazil
Sept.
upper & middle class
New Delhi, India
Sept.
Private home
African-American, White
Washington, D.C.
Oct.
Mix
Prison
inmates, visitors, staff
Washington, D.C.
Nov.
1
Mix
na
youth, program staff
Tanzania
Nov.
0
30
Mix
Training room in hotel
Minnesota school
15
1
Mix
School
Diverse
Minnesota, USA
Nov.
At-risk girls program
Totals
21
298
3
264
Female
School classrm, after school
Latino, Afr-Am, Asian-Am
Total countries:
Total locations:
Total Players:
Silver Spring, MD
Eleven
Thirty-five
562
Jan '02
ARH pgm staff of 9 countries Bangkok, Thailand Nov.
60
APPENDIX 2: PROJECT TEAM MEMBERS, VOLUNTEER TESTERS &
SUPPORTERS
PATH Games for Health Team Leadership: Ann Hendrix-Jenkins and Rebeca Quiroga.
PATH Team members/evaluators/contributors: Carmina Aquino, Katherine Bond, Waranuch
Chinvarasopak, Ellen Clancy, Sam Clark, Joan Castro, Terry Elliot, Michelle Folsom, Joan Green,
Willow Gerber, Jane Hutchings, Vinay Kumar, Joyce LeFevre, Gregoria Lyssikatos, Kalle Makalou, Asha
Mohamud, Lisa Mueller, Elaine Murphy, Samson Radeny, Usasinee Rewthong, Karin Ringheim, Geoff
Starr, Anne Wilson and others.
Thanks for input, resources and volunteer players: Sarah Amour; American Friends Service
Committee; Bangkok Regional Capacity Building Seminar participants; Gary Barker; Gilbert Berriozabal;
Bidlisiw Foundation, Inc; Big Guns Gym; Catherine Bloom; Ms. Jo Bonney; The California Program of
Project Concern International; Inmates, staff and family with The D.C. Family Literacy Project of
Georgetown Law Center; Debra Maria C. Catulong; Caron Cox; Community Bridges program; Zainabu
Dance; Tony de los Santos; Family Care International; Family Health Centers of San Diego; Filipino
players; Garnett-Peterson School community; William T. Grant Foundation; Bette Hoover; Human
Development and Empowerment Services; Kenya students and staff; Malou Kim; players in India; Latin
American Youth Center; Amy Levine; Learning Zone Express; Joyce LeFevre and friends; Troy Alan
Lenze; George and Katerina Lyssikatos; Madagascar players; Peter Masika; Men and RH Subcommittee,
USAID; Metropolitan Boys & Girls Club; Bruce Monroe School community; Mexican players; Odilon
Miranda; Peggy Nelson; Melanie Nelson-Smith; Josselyn Neukom; Northern Virginia Juvenile Detention
Center community; Northridge Hospital Medical Center for Healthier Communities; Ha Thi Thu Phan;
PAA’s Psychosocial Workshop participants; Population Services International; Population
Communications International; PATH; PROMUNDO community; Rebeca Quiroga and friends; Kate
Randolph; Red Lake Middle School community; Rwandan players; The Sable Family; San Joaquin
County Public Health Service community; SIECUS; Tanzania Youth AIDS Awareness Trust Fund
(TAYOA); Thoughtshop Foundation; Josephine Traoré; Guillermo Vargas; Lem Williams, World
Population Federation community and many others.