Percorrer por autor "Krammer, Ina"
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- LINA: an augmented reality social game enhancing sense of belonging among classmates: an uncontrolled pre-post evaluation studyPublication . Krammer, Ina; Mittmann, Gloria; Nater, Urs M.; Barnard, Adam; Martins, Diogo; Dias, João; Schrank, Beate; Woodcock, Kate A.Supportive peer relationships are fundamental in the development of well-being. Since early adolescents spend a lot of time at school, especially in their classroom, a sense of belonging among classmates plays a pivotal role for mental health and academic functioning. Programs that enhance sense of belonging among classmates through improving peer relationships in classrooms are rare. Given that early adolescents increasingly use digital media to establish and maintain relationships with classmates, there is potential in digital social games that enhance social connectivity and collaboration, especially during the difficult transition from primary to secondary school. LINA ('Lina Is Not Alone') is a novel social augmented reality game for classrooms that is designed to enhance sense of belonging among classmates through improving their relationships with classmates. We conducted an uncontrolled pre-post evaluation study to evaluate (a) player experience, (b) translation of the theory-led LINA design into user experience and (c) increases in sense of belonging after engagement with LINA. In total, data from 99 participants (Mage = 10.94; range = 10-12; 51 girls, 48 boys) were included in this study. Our results provided evidence for (a) high satisfaction and acceptability of LINA, (b) a successful translation of theory-led design features into user experiences, and (c) increases in sense of belonging. We discuss practical implications and future development of LINA.
- The HUB: Designing an interactive social space for pre-adolescents’ well-beingPublication . Rodrigues, Pedro; Mitic, Marija; Krammer, Ina; Dias, João; Prada, Rui; Schrank, BeateFriendships are a fundamental source of support during challenging times, especially among pre-adolescents. The current pandemic situation makes it even harder to rely on support from their peers or strengthen friendships. To accompany and support pre-adolescents outside of school at a moment where most interactions happen online, we propose the HUB, a novel online interactive social space. The HUB is a safeguarded and monitored social space which seeks to improve social well-being and positive reinforcement practices between peers by design. This paper's key contributions derived from designing the HUB are threefold: an online social space which follows an iterative user-centered design approach; it is grounded on a theoretical model of friendship development to scaffold interactions of dyadic relationships that occur on the HUB; and it employs a set of gamification strategies, such as quests, achievements and rewards to keep pre-adolescents motivated, and, particularly, an acknowledgement system that encourages peers to work on, and acknowledge, character strengths and social skills in others, which are fundamental for their development as individuals.