![]() For example, while school-based sexual health education targets adolescents in formal education systems and is incorporated in school curricula, there is also a program designed to reach adolescents who are disconnected from the school system. These sexual health programs are developed to accommodate different populations. The knowledge obtained helps adolescents to reduce their chances of engaging in risky sexual behavior. Comprehensive sexual health education and implementation strategies have been recognized and developed. These will lead to young people making smarter choices regarding their sexual relationships. It can reduce misinformation and increase critical thinking, communication, and self-confidence. Sexual health education has great potential for providing the knowledge and skills necessary for adolescents to make safe choices related to sex. These behaviors adversely affect their future health outcomes, increasing their chances of contracting sexually transmitted infections (STIs) including HIV/AIDS dropping out of school due to unplanned pregnancies and contracting human papillomavirus (HPV), which contributes to contracting cervical cancer. Substance use, which contributes to unhealthy sexual behaviour, has been found to be common and increasing among adolescents. Many young people are susceptible to risky sexual behaviors such as engaging in underage sexual intercourse, polyamory, participating in unprotected sex, and exposing themselves to potential sexual assault environments. These biological changes increase interest in sexual behaviour and leave adolescents vulnerable. During adolescence, young people undergo physical, mental, and emotional changes brought about by increased hormonal function. The increase in unhealthy sexual behaviors among adolescent students has sparked alarm and has become an area of interest for global public health researchers aiming to find innovative approaches to promote better healthy sexual outcomes. The methods can potentially contribute socially, particularly in improving sexual health behaviour and adolescents’ knowledge in regions plagued by years of sexual health problems, including HIV/AIDS. This study suggests that the two innovative teaching approaches can be used to improve the sexual health education of adolescent students. Overall, statistically significant differences ( p ≤ 0.05) were found for the constructs of Motivation, Attitude, Knowledge, and Engagement (MAKE). Students were divided into groups of 40 for each of the three teaching methods: GBL, gamification, and the control group (the traditional teaching method). A mixed-method research approach was uses to assess and analyze the results for 120 students from a secondary school in Dar Es Salaam, Tanzania. The sexual health education topics were delivered in a masked fashion, 40-min a week for five weeks. We made a comparison with traditional teaching as a control condition in order to establish differences between the three teaching conditions. We conducted a randomized control trial of GBL and gamification experimental conditions. This study investigates the extent to which game-based learning (GBL) and gamification could improve the sexual health education of adolescent students. An effective innovative pedagogy for sexual health education is required to meet the demands of technology savvy digital natives.
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