Game-Based Learning Peer Support for Adolescents with Type 1 Diabetes
Research type
Research Study
Full title
Psychological Effects of Game-Based Learning Techniques in Peer Support Intervention for Adolescents with a Diagnosis of Type 1 Diabetes
IRAS ID
354352
Contact name
Emma Masterman
Contact email
Sponsor organisation
Royal Holloway, Univeristy of London
Clinicaltrials.gov Identifier
000000, 000000
Duration of Study in the UK
1 years, 1 months, 0 days
Research summary
Research suggests that game-based learning (learning through games) has the potential to improve diabetes management (Bochennek et al., 2007), which in turn has a positive effect on psychological wellbeing (Frank, 2005). However, there is a lack of research investigating game-based learning used in face-to-face peer support interventions for adolescents with type 1 diabetes. My project will assess the usefulness of a game-based learning peer support intervention for 27 adolescents aged 11-17 years old with type 1 diabetes. I will look at how many people took part in the study, how long they stayed in the study for, and ask them questions about how they found the intervention. I will also use established measures of diabetes acceptance, self-management, and resilience to see whether the aims of the intervention were met. I expect to find that the intervention is practical in relation to how many people agree to take part, how long they stay in the study and their answers to questions about how they found the intervention. I also expect to find that the people in the study will show improvements in diabetes acceptance, self-management, and resilience following the intervention. This study is part of a clinical psychology doctorate project at Royal Holloway University of London.
REC name
London - Bloomsbury Research Ethics Committee
REC reference
25/LO/0365
Date of REC Opinion
14 May 2025
REC opinion
Unfavourable Opinion