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ERIC Number: EJ1477448
Record Type: Journal
Publication Date: 2025-Dec
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2731-5525
Available Date: 2025-07-19
Adolescents' Knowledge of and Confidence in Vaccines Improves with Board Game Play
Brinley Kantorski1,2; Kelly Bruzdewicz1,2; Kara Fedje3; Kristin M. Bass3; John A. Pollock1,2
Discover Education, v4 Article 245 2025
A long history of misinformation has led to anti-vaccine sentiment, risking everyone's health. Despite public health campaigns, vaccine hesitancy rates have not declined. In response, we created an educational board game to address the fundamental science of vaccine development. The cooperative game guides players through identifying a novel pathogen, developing a vaccine, conducting animal testing, running clinical trials, and distributing doses to the public before the virulence takes over. Players need to work cooperatively, sharing resources in order to win the game; everyone wins or loses together. Developed in consultation with vaccine development researchers, the game retains many of the real world scientific and clinical challenges that face vaccine developers. Assessing students in six different communities in four different mid-west and eastern states in the United States provided access to a diverse demographic. We find that through a pre- post-assessment, students (grades 7-11, n = 304) show significant gains in vaccine knowledge and confidence, demonstrating that fun, gamified learning can improve health literacy. After gameplay, students recognize that the soft skills of being a good communicator, being creative, and sharing resources are important for being a scientist.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Authoring Institution: N/A
Grant or Contract Numbers: 3R25GM13291005S1
Author Affiliations: 1Duquesne University, The Partnership in Education, Pittsburgh, USA; 2Duquesne University, Department of Biological Science, School of Science & Engineering, Pittsburgh, USA; 3Rockman et al Cooperative, Berkeley, USA