iREACH

Overview: iREACH uses the psycho-social readiness model- that suggests that if girls are more aware and have sense of self-empowerment, perceived support and self-efficacy, they are able to take action and change their situation. Our game design  aims to help girls (15-24 years) self-inform, self-reflect, and self-manage, and focuses more on healthy relationships, rather than only safety decisions when at risk .

Overall Design :iREACH  is made up of three intersecting components: (1) a choose-your-own-adventure game, where players role-play 6 diverse characters, making choices for them that determine the course of their lives, (2) a set of mini games that reinforce knowledge and skills development, and (3) My Story, in which players create an avatar of themselves, set personal goals, and relate the game narrative to their own lives. iREACH comprises approximately 12 hours of discrete gameplay and is designed to be replayed so that individuals can observe the outcomes of different decisions.

Audience: Adolescent girls between ages of 15-24 year (the game can be played by a wider audience 10-29 years)- in Kenya but can be used throughout Sub-saharan Africa

 Goal Alignment: iREACH draws on social behavioral theory, including Social Cognitive Theory  and the Theory of Possible Selves , Entertainment-Education literature , games for health literature , our preliminary Adolescent research findings,  existing evidence-based HIV prevention interventions aimed at adolescents and ultimately  psycho-social readiness model that facilitates capacity for action.

Mechanics: iREACH  is comprised of 6 chapters designed to be replayed so that players can observe the outcomes of different decisions. Each chapter is supplemented by a mini-game in which players must race through a track blocked by the metaphorical barricades to self-reliance. The player is rewarded with prizes (furniture and other items for the player’s virtual home) upon successful completion of game components. There are 40 possible endings in the role-playing game across the 6 characters. Each chapter is accompanied by either a mini-game or a My Story component, and a prize (money) is awarded for completion of each chapter or My Story component and for successful completion (a score of at least 80%) of a mini-game. Once the player finishes the last chapter and observes the long-term outcomes for the characters, she can replay and collect the remaining prizes by making different choices and observing different outcomes. This rewards system thus encourages players to explore the game and experience the consequences of both health-protective and harmful choices in Adolescents. iREACH has engaging  hypothetical risk scenarios presented as vignettes that contextualized situational risk assessment, behavioral intention, and self-efficacy.

The players are able to possibly see themselves through the different characters and their various paths through the game. Replay is encouraged via the rewards system, such that additional prizes are awarded for completion of new decision paths the respondents have a choice to share their points with other peers. Cliffhangers at the end of each level are designed to stimulate curiosity, elicit anticipation of possible outcomes, and increase enjoyment/appreciation, thereby increasing intrinsic motivation. The mini-games is designed to build on the interactive narrative, reinforcing knowledge, skills, and related self-efficacy through guided mastery (cognitive and behavioral rehearsal through role-playing and skills-building exercises with feedback and virtual social support). Some of the mini-games are quizzes; some ask players to assess the risk of specific situations; some ask the player to respond to pressure situations; and some are jigsaws. The topics of the mini-games are connected to the topics in the role-playing story. For example, when the main story is about puberty, the players play the puberty game. When the character in the main story is being pressured by his friends to drink alcohol, players play a skills-based game about saying no to peer pressure.

In the mini-games, the player is challenged with questions of increasing difficulty and receives feedback, encouragement, and suggestions. Right answers are applauded, whereas wrong answers elicit a deflated sound, followed by feedback from 1 of the characters (eg, “You could have said...”). Reinforcement takes multiple forms: vicarious internal reinforcement is modeled through the playable characters and their outcomes, vicarious social reinforcement is modeled through the reactions of peers and mentors, and the players’ learning is reinforced through growing personal mastery and in-game rewards.

The player is not only invited to decide the actions of the character but also to choose between potential emotional states. For example, when Mary  finds out that a boy likes her, the player must decide whether she is feeling Flattered, Nervous, or Excited about the prospect. We believe this helps the player put him or herself in the shoes of the character and become emotionally immersed, leading to cognitive rehearsal on a direct, personal level.

Parting Shot!: This is a fun entertaining game and is bound to ignite  self-efficacy and self-empowerment  among adolescent women