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Is an Arcade-style Computer Game an Effective Medium for Providing Drug Education to Schoolchildren?

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... Four of the trials had pre-and post-test delays of a minimum of two to three days [45][46][47][48]. One study [49] took only post-test measures, immediately after participants played through the game. Table 1 shows the outcomes for each trial. ...
... The first was associated with retention of content knowledge as well as reduced frequency of smoking, drinking and marijuana use, while the latter appeared to produce an increased perception of the harm of alcohol as well as increased assertiveness skills [43,44]. Qualitative data were collected in one study through interviews, which were conducted immediately after playing through the game [49]. ...
Article
Serious educational games (SEG) have been shown to be effective in educating young people about a range of topics, including languages and maths. This paper identifies the use of computerised SEGs in education about alcohol and other drugs and reviews their impact on the prevention of alcohol and drug use. The Cochrane Library, EMBASE, MEDLINE, ERIC, Scopus, psychINFO, pubMED and DRUG databases were searched in February 2013. Additional publications were obtained from the reference lists of the relevant papers. Studies were included if they described an evaluation of a computerised SEG that targeted alcohol and/or other drugs and had been trialled with adolescents. Eight SEGs were identified targeting tobacco, alcohol, cannabis, methamphetamine, ecstasy, inhalants, cocaine and opioids. Six reported positive outcomes in terms of increased content knowledge and two reported increased negative attitudes towards the targeted drugs. Only one reported a decrease in the frequency of drug use. This is the first review of the efficacy of computerised SEGs for alcohol and other drugs for adolescents. Results suggest that SEGs can increase content knowledge of alcohol and other drugs. Evidence concerning impacts on negative attitudes and alcohol and drug use is limited, with few studies examining these outcomes. [Rodriguez DM, Teesson M, Newton NC. A systematic review of computerised serious educational games about alcohol and other drugs for adolescents. Drug Alcohol Rev 2013].
... In Thailand, more than 62 percent of the population has access to the internet and PC game [3], both by purchasing or free play via Stream, UPlay and so on. Research in [4] used an arcade-style computer game based on op-errant learning task to engage young people in a drug education and found that it successfully achieved awareness of the drug through tolerance message. Hence, gamification can be an effective way of transmitting such educational information without being perceived as a lesson. ...
Chapter
In Thailand, drug abuse is perceived as the number one social problem, ranked by the Thai population. Adolescent drug abuse, although decreased in total number, surprisingly increased among younger youths compared to before. This work presents “HalluciFear,” an educational 3D horror game with the first-person view that relates drugs’ side effect with fear. The game imitates vision effect resulting from lysergic acid diethylamide (LSD) substance abuse. The targeted players are Thai people ages 13 or above, the ages that are believed to be in a high risk of becoming victims of drug abuse. Upon evaluation of the game, the authors used a satisfactory survey for regular players and game content survey for specialists. The evaluation result showed the average game quality, and overall user’s satisfaction was good with the averages of 4.16 and 3.91, respectively.
... But many outcomes from studies, researches shown, that there are exists "game attributes" which should develop some cognitive abilities by playing the game in the learning process. [7,8,9,10,11,12,13,14,15,16,17,18,19,20,21,22,23,24,25] The designer of the game have to prepare different tasks, which should motivate the student to play the game; to gain the main idea of the game, to learn some new information. It is important to create tutorial/documentation for the teacher and also for the student. ...
... Most of the findings in the field are optimistic about the effect that video games can make in students' learning experience (e.g, [5,13,26,30]). Using video games in the classroom has proven to have a significant impact on students' Doctoral Consortium CHI PLAY'18 Extended Abstracts, Oct. 28-31, 2018, Melbourne, Australia cognitive skills for topics such as math and science [5,22,23,25,32,33]. ...
Conference Paper
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Most of the research in the field of educational game design has been focused on the effectiveness of games in learning and the engagement gains. Very little research has been done to study how teachers use games in the classroom and how this interaction impacts the game development process to end up with an effective learning tool. More information is needed on how teachers can design connecting activities to go with games. This paper highlights the author's studies examining how teachers behaviors and attitudes impact educational game design and its classroom implementation.
... However, even though a fair amount of literature has shown that educational games may lead to certain advantageous gains in learning as compared to for example, traditional classroom instruction ((e.g. Levin, 1981;Sedighian & Sedighian, 1996;Betz, 1995;Brown et al., 1997;Adams, 1998;Noble;Becker, 2001;Gander, 2002;Egenfeldt-Nielsen, 2005), so far it is not confidently known in what way the fun aspect of games influence learning outcomes. ...
Conference Paper
Full-text available
Fun is a key ingredient that gives enormous power to digital games. Recently, there has been renewed interest to harness this power of games for instructional purposes. However, merging fun and educational content may not necessarily mean a better learning outcome. Analysis of Flow theory for fun and Kolb’s learning model suggest fun may subvert, instead of helping, the learning objectives within a game. This paper describes research and a study with tertiary-level students to firstly, identify attributes of educational games that make them fun and secondly, to investigate the effectiveness of fun for better learning in educational games. Fun was measured using a modified version of George Kelly’s Repertory Grid Technique (RGT). Findings suggest that learning not only can occur via educational games, but also that fun and learning are positively related, implying that educational games, if well designed, may be valid learning tools. In addition, it was found that while the RGT is both time consuming and difficult for the researcher to administer and for respondents to answer, it conversely generates rich data, which can constitute viable design factors. Future research directions can include using the RGT to examine how each attribute contributing to the fun of a game can influence learning in games.
... Not found (Noble et al, 2000). ...
Article
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This integrative review aims to explore the goals of drug education games for youth and to propose recommendations based on a collective health framework. A database search was conducted of five sources and grey literature, using the following inclusion criteria: theoretical, observational, experimental, or qualitative studies that described or analyzed educational games to prevent or treat drug use in young individuals (15–29 years of age). Eight different games were presented in 16 articles. Results indicate that the majority of games do not allow creativity or unexpected answers, although a few exceptions were found. These games also ignore economic, historical, and cultural aspects of the drug phenomenon, aligning with the War on Drugs ideology and therefore favoring a “hooked leisure.” Despite these flaws, the games have some potential applications that allow us to recommend them in daily practice as methods of educational process.
... Computerspiele wurden in den letzten 25 Jahren sehr populär -vor allem bei jungen Leuten. Mittlerweile gehören sie fest zu den beliebten Freizeitbeschäftigungen. Greenfield (1984) Aoki et al., 2004;Noble et al., 2000;Roubidoux, 2005), wobei auch eine Verbindung mit Web 2.0 hergestellt wird (z.B. Balicer, 2007;Lennon, 2006;Roubidoux et al., 2002). ...
Book
Wie kann man Lernumgebungen mit Multimedia (E-Learning) sinnvoll gestalten und nutzen? – Welche kognitiven, motivationalen und kommunikativen Voraussetzungen müssen erfüllt sein? – Wie sehen sinnvolle Lehrszenarien aus? Dieses Lehrbuch gibt einen fundierten Überblick über die psychologischen und didaktischen Grundlagen des E-Learning. Es verbindet Erkenntnisse psychologischer Lehr-/Lernforschung mit der Entwicklung technischer „Machbarkeit“ im Multimedia-Bereich.
... 5.1.1). Cependant nous trouvons également des travaux consacrés à des jeux traitant de l'hygiène dentaire [40], de l'éducation sexuelle [41], de l'hygiène alimentaire [42] ou encore de la prévention des drogues [43]. ...
Article
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Actuellement, de nombreux Serious Games dédiés au secteur de la santé sont recensés. Cependant, ces logiciels ne partagent pas nécessairement les mêmes intentions ou ne ciblent pas les mêmes publics. L’approche présentée dans le cadre de cette communication propose donc une taxinomie de ces Serious Games en illustrant les différentes catégories par des applications idoines.
... Another distinction that can be made within the serious games domain, concerns the difference between the explicit messaging, versus a more indirect, implicit varieties of training. For example, Noble, Best, Sidwell, and Strang (2000) introduced game-elements to explicit drug education, which was evaluated as being more fun than the regular method. In contrast, Prins et al. (2013) used evidence-based executive function training principles as the basis for their Braingame Brian. ...
Article
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Objective: Heavy drinking among young adults poses severe health risks, including development of later addiction problems. Cognitive retraining of automatic appetitive processes related to alcohol (so-called cognitive bias modification [CBM]) may help to prevent escalation of use. Although effective as a treatment in clinical patients, the use of CBM in youth proves more difficult, as motivation in this group is typically low, and the paradigms used are often viewed as boring and tedious. This article presents two separate studies that focused on three approaches that may enhance user experience and motivation to train: a serious game, a serious game in a social networking context, and a mobile application. Materials and methods: In the Game Study, 77 participants performed a regular CBM training, aimed at response matching, a gamified version, or a placebo version of that training. The gamified version was presented as a stand-alone game or in the context of a social network. In the Mobile Study, 64 participants completed a different CBM training, aimed at approach bias, either on a computer or on their mobile device. Results: Although no training effects were found in the Game Study, adding (social) game elements did increase aspects of the user experience and motivation to train. The mobile training appeared to increase motivation to train in terms how often participants trained, but this effect disappeared after controlling for baseline motivation to train. Conclusions: Adding (social) game elements can increase motivation to train, and mobile training did not underperform compared with the regular training in this sample, which warrants more research into motivational elements for CBM training in younger audiences.
... Another distinction that can be made within the serious games domain, concerns the difference between the explicit messaging, versus a more indirect, implicit varieties of training. For example, Noble, Best, Sidwell, and Strang (2000) introduced game-elements to explicit drug education, which was evaluated as being more fun than the regular method. In contrast, Prins et al. (2013) used evidencebased executive function training principles as the basis for their Braingame Brian. ...
Article
Full-text available
Excessive use of psychoactive substances and resulting disorders are a major societal problem, and the most prevalent mental disorder in young men. Recent reviews have concluded that Cognitive Bias Modification (CBM) shows promise as an intervention method in this field. As adolescence is a critical formative period, successful early intervention may be key in preventing later substance use disorders that are difficult to treat. One issue with adolescents, however, is that they often lack the motivation to change their behavior, and to engage in multisession cognitive training programs. The upcoming use of serious games for health may provide a solution to this motivational challenge. As the use of game-elements in CBM is fairly new, there are very few published studies in this field. This review therefore focuses on currently available evidence from similar fields, such as cognitive training, as well as several ongoing CBM gamification projects, to illustrate the general principles. A number of steps in the gamification process are identified, starting with the original, evidence-based CBM task, towards full integration in a game. While more data is needed, some steps seem better suited for CBM gamification than others. Based on the current evidence, several recommendations are made. As the field is still in its infancy, further research is needed before firm conclusions can be drawn. Gamified CBM may be a promising way to reach at risk youth, but the term "game" should be used with caution. Suggestions are made for future research. Copyright © 2015 The Authors. Published by Elsevier Ltd.. All rights reserved.
... As is acknowledged in socio-cultural traditions, learning is built in collaboration, using cultural tools, which are shared with others (Vygotsky 1986). In our study, we build our understanding of the game play on a socio-cultural understanding of play and morality (Vygotsky 1967, Vygotsky 1992, Crawford 2001, Tappan 1998) alongside recent 1 Blumberg 1998, Blumberg 2000, Brown 1997, Chappell 1997, Din 2001, Favelle 1994, Gopher 1994, Grechus 1999, Hong 2003, Klawe 1998, Ko 2002, Kokish 1994, Leahy 1998, Moreno 2000, Noble 2000, Pillay 1999, Rosas 2003, Sherer 1994, Squire 2004, Tallal 1996, VanDeventer 2002, Vincent 1998 Bergman 2004 3 Orlans 1993 research on moral development and moral education in different cultural and social contexts (Nucci 2001, Turiel 2002. Moreover, we will use the method of stimulated recall with the players, where they can see themselves playing and discussing the game and then discuss this with us. ...
Article
Background During 1994-2004, researchers published a number of empirical studies regarding what people learn when playing educational computer games 1 . However, a recent comparison between these studies 2 show that research on the educational effects of computer games is still comparatively sparse, and that we need more studies that describe the learning processes involved in playing computer games. There is also a need for more studies that anchor their results in educational and psychological theories, and studies that focus on collaborative game play and the social interaction around the game, compared to individual game play. The Expand group at Malmö University in Sweden has built a collaborative computer game regarding human welfare, animal testing and pharmaceutical research. This presentation will present and discuss how the game has been used by a group of adolescents, being filmed when sitting two-and-two by the computer and then being interviewed individually. The presentation focuses on how disagreement and discussions and a collaboratively played computer game can help the players understand why they hold their own ethical position, and why others hold theirs.
... Gee et al., 2004).The results by Brown et al. are somewhat supported by other research findings(Dowey, 1987;Johansson & Küller, 2002;Noble et al., 2000;Thomas et al., 1997;Turnin et al., 2000) but ...
... The study is notable because it shows that a video game can have a direct impact on everyday self-health management. The promising results by Brown et al. and Lieberman are supported to some extent by other similar research findings on the educational use of health games (Dowey, 1987;Johansson & Küller, 2002;Lockyer et al., 2003;Noble et al., 2000;Thomas et al., 1997;Turnin et al., 2000). ...
Article
Full-text available
This paper overviews research on the educational use of video games by examining the viability of the different learning theories in the field, namely behaviorism, cognitivism, constructionism and the socio-cultural approach. In addition, five key tensions that emerge from the current research are examined: 1) Learning vs. playing, 2) freedom vs. control, 3) drill-and-practice games vs. microworlds, 4) transmission vs. construction, 5) teacher intervention vs. no teacher intervention.
... Elever bliver mere motiveret, interesserede og engagerede i noget de laerer gennem computerspil – og det de laerer huskes ydermere bedre end traditionel undervisning og i laengere tid (eg. Becker, 2001; Betz, 1995; Brown, 1997; Din & Caleo, 2000; Gander, 2002; Kambouri, 2003; Klawe, 1998; Klawe & Phillips, 1995; Lieberman, 1997; Lieberman, 2001; McFarlane, Sparrowhawk, & Heald, 2002; Noble et al., 2000; Prensky, 2001; Rosas, 2003; Sedighian & Sedighian, 1996; Thomas, Cahill, & Santilli, 1997; Turnin et al., 2000) ...
... However, even though a fair amount of literature has shown that educational games may lead to certain advantageous gains in learning as compared to for example, traditional classroom instruction ((e.g. Levin, 1981;Sedighian & Sedighian, 1996;Betz, 1995;Brown et al., 1997;Adams, 1998;Noble;Becker, 2001;Gander, 2002;Egenfeldt-Nielsen, 2005), so far it is not confidently known in what way the fun aspect of games influence learning outcomes. ...
Conference Paper
Fun is a key ingredient that gives enormous power to digital games. Recently, there has been renewed interest to harness this power of games for instructional purposes. However, merging fun and educational content may not necessarily mean a better learning outcome. Analysis of Flow theory for fun and Kolb’s learning model suggest fun may subvert, instead of helping, the learning objectives within a game. This paper describes research and a study with tertiary-level students to firstly, identify attributes of educational games that make them fun and secondly, to investigate the effectiveness of fun for better learning in educational games. Fun was measured using a modified version of George Kelly’s Repertory Grid Technique (RGT). Findings suggest that learning not only can occur via educational games, but also that fun and learning are positively related, implying that educational games, if well designed, may be valid learning tools. In addition, it was found that while the RGT is both time consuming and difficult for the researcher to administer and for respondents to answer, it conversely generates rich data, which can constitute viable design factors. Future research directions can include using the RGT to examine how each attribute contributing to the fun of a game can influence learning in games.
Chapter
Drawing on grounded theory approach and a qualitative meta-analysis, this chapter intends to systematically review and synthesize the theories, methods, and findings of both qualitative and quantitative inquiries on computer-based instructional games. A major purpose of this literature review and meta-analysis is to inform policy and practice based on existing studies. Four major recurring themes concerning the effectiveness of computer-based instructional games have emerged from a comparative analysis with 89 instructional gaming studies and are discussed with the support of exemplar research. The chapter will assist practitioners and policymakers in understanding the “best practices” and key factors of a computer game-based learning program.
Thesis
This thesis uses the principles arising from both the literature review and surveys and experiements to further the understanding of game design that supports quality learning. These principles have been used to build two exemplar platforms that on a number of criteria and measures, represent generic principles concerning game-based learning.
Article
There has been an increasing interest in the debate on the value and relevance using video games for learning. Some of the interest stems from frustration with current educational methods. However, some of this interest also stems from the observations of large numbers of children that play video games. This paper finds that children can learn basic construction skills from playing a video game called World of Goo. The study also employed novel eye-tracking technology to measure endogenous eye blinks and eye gaze fixations. Measures of both these indicators of cognitive processing further suggested that children in the study learned to play the two video games, World of Goo and Bad Piggies. Overall, the results of the study provide further support of the potential for children to learn by playing commercial video games.
Conference Paper
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Serious Games (SGs) offer an interesting and motivating tool for education, rehabilitation, and many other areas. However, there seems to be no consensus on a methodology for designing such games, not even for parts of this process, such as the Level Design. Level Design is a critical analysis on the game construction to guarantee its flow and is highly dependent on the specialists that will be using the SG as an accessory tool. Some SGs where game mechanics relate directly to people´s (motor, cognitive, etc.) abilities (or disabilities), designing meaningful and adaptable levels reflect on the game's feasibility as a serious tool. This paper presents a Methodology, called MOLDE – a Measure-Oriented Level DEsign -that has been used to develop Educational and Health SGs aimed to a variety of population. The methodology guides a designer step-by-step to specify phases/missions and levels. The architecture allows the SG to be tailored to a wide variety of users. The paper also present experiences in using the MOLDE for three games to audiences as wide as Down´s syndrome children, frail elderly and stroke patients.
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Health game research has flourished over the last decade. The number of peer-reviewed scientific publications has surged as the clinical application of health games has diversified. In response to this growth, several past literature reviews have assessed the effectiveness of health games in specific clinical subdomains. The past literature reviews, however, have not provided a general scope of health games independent of clinical context. The present systematic review identified 149 publications. All sources were published before 2011 in a peer-reviewed venue. To be included in this review, publications were required (1) to be an original research, (2) to focus on health, (3) to utilize a sound research design, (4) to report quantitative health outcomes, and (5) to target healthcare receivers. Initial findings showed certain trends in health game publications: Focus on younger male demographics, relatively low number of study participants, increased number of controlled trials, short duration of intervention periods, short duration and frequency of user-game interaction, dominance of exercise and rehab games, lack of underlying theoretical frameworks, and concentration on clinical contexts such as physical activity and nutrition. The review concludes that future research should (1) widen the demographics to include females and elderly, (2) increase the number of participants in controlled trials, (3) lengthen both the intervention period and user-game interaction duration, and (4) expand the application of health games in new clinical contexts.
Article
The serious games community is moving toward research focusing on direct comparisons between learning outcomes of serious games and those of more traditional training methods. Such comparisons are difficult, however, due to the lack of a consistent taxonomy of game attributes for serious games. Without a clear understanding of what truly constitutes a game, scientific inquiry will continue to reveal inconsistent findings, making it hard to provide practitioners with guidance as to the most important attribute(s) for desired training outcomes. This article presents a game attribute taxonomy derived from a comprehensive literature review and subsequent card sorts performed by subject matter experts (SMEs). The categories of serious game attributes that emerged represent the shared mental models of game SMEs and serve to provide a comprehensive collection of game attributes. In order to guide future serious games research, the existing literature base is organized around the framework of this taxonomy.
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Games are an effective and cost-saving method in education and training. Although much is known about games and learning in general, little is known about what components of these games (i.e., game attributes) influence learning outcomes. The purpose of this article is threefold. First, we review the literature to understand the “state of play” in the literature in regards to learning outcomes and game attributes—what is being studied. Second, we seek out what specific game attributes have an impact on learning outcomes. Finally, where gaps in the research exist, we develop a number of theoretically based proposals to guide further research in this area.
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From the observations of successful entertainment games, it is hypothesized that implementing a single-player option may require a different approach from that in a multiplayer option, in terms of game design. To find out whether this could be true and to understand what the specific approaches could entail for educational games, three separate yet related investigations were conducted to examine single- versus multiplayer games: an investigation of two educational games designed and evaluated by the authors, a theoretical investigation from a game and learning perspective, and an empirical investigation of 23 case studies. From these three investigations, it turned out that a “single-player approach” is data intensive, has formal rules, and uses direct transfer and individual learning. On the other hand, a “multiplayer approach” is less straightforward. From a game perspective, it can be characterized as process intensive and having social rules. When related to learning, however, it could be positioned on any dimension. This exploration shows that the approaches differ to a large extent and that designers have to find a fit between what option they choose and approach they take.
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Full-text available
Drawing on grounded theory approach and a qualitative meta-analysis, this chapter intends to sys- tematically review and synthesize the theories, methods, and findings of both qualitative and quantita - tive inquiries on computer-based instructional games. A major purpose of this literature review and meta-analysis is to inform policy and practice based on existing studies. Four major recurring themes concerning the effectiveness of computer-based instructional games have emerged from a comparative analysis with 89 instructional gaming studies and are discussed with the support of exemplar research. The chapter will assist practitioners and policymakers in understanding the "best practices" and key factors of a computer game-based learning program.
Thesis
Fun is a key ingredient that gives enormous power to digital games. Recently, there has been renewed interest to harness this power of games for instructional purposes, under the banner of the Serious Games movement. Many governments worldwide, including Singapore’s Infocomm Development Authority (IDA), are looking to integrate educational games in schools. However, merging fun and educational content may not necessarily mean a better learning outcome. An analysis of fun and learning theories seem to point that fun may subvert, instead of helping, the learning objectives within a game. Thus, the aim of our research is to investigate the effectiveness of tapping into fun to make for better learning in educational games. This preliminary study focused on three educational computer games with thirty-six tertiary students. The hypotheses were tested using three different types of measures of fun, including a modified Repertory Grid Technique (RGT)1. Findings show not only that learning can occur via educational games, but also that fun and learning are positively related, implying that educational games if well designed may after all be valid learning tools. The results also demonstrate that while the RGT is tedious both to administer and for the respondents, it conversely also generates rich data, which can constitute viable design factors. As a tool for measuring fun, it is therefore cost-effective if more qualitative results are wanted. Further research will be required in order to examine in detail how fun can influence learning to make for better educational games, or which measurement tool can best measure the experience of fun in games.
Article
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To examine patterns of self reported drinking, smoking, and illicit drug use among a representative United Kingdom sample of people born in 1979. Cross sectional, single phase survey based on a stratified cluster sample of 70 United Kingdom secondary schools during March and April 1995. Pupils completed a 406 item standardised questionnaire under examination conditions. United Kingdom state and private secondary schools. 7722 pupils aged 15 and 16. Reported use of alcohol, tobacco, and illicit drugs. Almost all the pupils had drunk alcohol, 36% (2772/7689) had smoked cigarettes in the past 30 days, and 42.3% (3264/7722) had at some time used illicit drugs, mainly cannabis. 43% (1546/3546) of boys and 38% (1529/4009) of girls had tried cannabis. Higher levels of smoking were associated with poorer school performance (20.4% (783/3840) with average performance v 44.1% (214/486) with below average performance, F = 79.06, P < 0.01). Levels of drug use in 15 and 16 year olds in 1995 were higher in Scotland than in England, Wales, or Northern Ireland. Drug experimentation was high among 15 and 16 year olds, and use of cannabis was particularly high among smokers. Cigarette smoking was more common among girls than boys.
Article
A confidential and anonymous self-report survey among 3,333 adolescents was carried out in six state comprehensive schools in London. It enquired, among many other variables, about the frequency of current use of cigarettes, alcohol, solvents and other illegal drugs. The results showed that one in five 11–16 year olds have tried solvents or drugs, one in twelve are repeated users and one in twenty have tried ‘hard drugs’. Two-thirds have ever used alcohol, one in nine can be described as frequent and possibly heavy drinkers, and one in five smoke cigarettes regularly. Smoking is more prevalent and more frequent among girls, while repeated use of drugs (including solvents) as well as alcohol shows no sex differences. The frequency of use of individual substances shows no significant sex differences except for solvents and cocaine where girls predominate.
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