Tabu, hur tolkar du? Konceptualisering av ett spel för att främja reflektion och diskussion inom kunskapsområdet sexualitet, samtycke och relationer i högstadiet

Abstract

This project investigates how a concept can be produced and implemented to promote reflection and discussion in the field of knowledge regarding sexuality, consent, and relationships in middle school. The project has been performed together with the department of user experiences at RISE, Research Institutes of Sweden The background to the projects establishes in the Swedish Schools Inspectorate’s evaluation of sex education in school, which has presented itself to be deficient on numerous points. The evaluation requires a clear improvement in this type of education. Among those things being balancing risk and opportunities, allowing equality and awareness to be prioritized, and to give students greater influence in the teaching environment. Initially, a pilot study was conducted which consisted of literature studies relating to teaching within the field of knowledge sexuality, consent and relationships and young people's experiences of sex education. The pilot study became the foundation for the user studies performed in the project. In the user studies data was gathered through surveys and interviews performed with high school students, adolescents, and teachers. The collected data was compiled and analysed and resulted in several challenges and personas concretizing the problems, needs and personalities considered relevant for the development of a concept. Furthermore, a concept development process was conducted with the purpose of meeting the identified challenges and the created personas. The concepts were evaluated and further developed through user testings and workshops to eventually result in a final concept. The final concept Tabu, hur tolkar du? (Taboo, how do you interpret it?) is a game concept, where there is no right nor wrong. The aim is to give students the opportunity to familiarize themselves with topics within sexuality, consent, and relationships in the elementary school’s curriculum in a dedramatized and playful way. The final concept brings opportunities for the students to approach to self-reflection and interpretation, which likewise can lead to discussion and best-case scenario an understanding of other people’s thoughts. In conclusion, the most important result of the project is the identified challenges, which are considered to cover many of the problems and needs apparent in the user situation. The challenges can thus be used as inspiration and groundwork for further development of more concepts improving education within the field of knowledge of sexuality, consent, and relationships. furthermore