The Application of Participatory Design to Development of Learning Media for Drug Abuse Resistance Education Program (D.A.R.E.)

Abstract

This study aimed to: 1) deeply explore D.A.R.E. program using a participatory design theory; and 2) create and develop a learning package for D.A.R.E. program. The sample group comprised: 1) 8 key informants to provide the information of D.A.R.E. program, 2) 47 students joining the program, 3) 6 students who did not join the program, and 4) 3 specialist for learning package assessment. Several instruments were used in this study including, 1) Semi-structured interview form, 2) Student’s need questionnaire, 3) D.A.R.E. learning package, 4) Unstructured interview form, 5) Media quality assessment form, 6) Student’s perception evaluation form, and 7) Student’s satisfaction evaluation form. The study outcomes were listed below. 1. The key informants involved in D.A.R.E. program similarly agreed that the program’s content that was applicable for the development of the learning package were: 1) Cigarette, 2) Marijuana, 3) Liquor, and 4) Amphetamine. 2. The key components for developing a learning package based on a participatory design theory consisted of: 1) Media type that should be suitable and consistent with the content of D.A.R.E. program; and 2) Media Design that should be appropriate for developing a learning package. 3. Due to the specialist’s assessment, D.A.R.E. learning package was rated averagely 4.3 affirming a good quality of the package; meanwhile, the student’s perception on the learning package was rated averagely 2.95 indicating a high level of perception. In the same vein, the student’s satisfaction was rated averagely 2.91 indicating their high satisfaction.