How do presence, flow, and character identification affect players’ empathy and interest in learning from a serious computer game?

This study develops and tests an integrated model of how three psychological variables—presence, flow, and character identification—contribute to interest in learning and empathy with people from other cultures through a simulation game. U.S. college students played one of two roles (an American journalist or Haitian survivor) in the game that dealt with the aftermath of the 2010 Haiti earthquake. Presence was a powerful predictor of flow, character identification, and empathy felt during the games. Furthermore, empathy experienced by game play significantly predicted interest in learning more about the game topics. Flow and identification made secondary contributions to learning outcomes, with flow mediating the effect of presence on males’ empathy and identification contributing to females’ interest in learning. While the proposed model was generally successful at predicting outcomes, it did a better job of accounting for the experience of participants who played a role rooted in their own culture (the journalist) than in a different culture (the survivor), and for female than male players. Our results suggest that serious game designers should prioritize inducing empathy and immersive presence in players, giving secondary attention to designing for flow and character identification

Experiencing Poverty in an Online Simulation: Effects on Players’ Beliefs, Attitudes and Behaviors about Poverty

Digital simulations are increasingly used to educate about the causes and effects of poverty, and inspire action to alleviate it. Drawing on research about attributions of poverty, subjective well-being, and relative income, this experimental study assesses the effects of an online poverty simulation (entitled Spent) on participants’ beliefs, attitudes, and actions. Results show that, compared with a control group, Spent players donated marginally more money to a charity serving the poor and expressed higher support for policies benefitting the poor, but were less likely to take immediate political action by signing an online petition to support a higher minimum wage. Spent players also expressed greater subjective well-being than the control group, but this was not associated with increased policy support or donations. Spent players who experienced greater presence (perceived realism of the simulation) had higher levels of empathy, which contributed to attributing poverty to structural causes and support for anti-poverty policies. We draw conclusions for theory about the psychological experience of playing online poverty simulations, and for how they could be designed to stimulate charity and support for anti-poverty policies

How This War of Mine Creates Empathy for Virtual Characters

Is it possible to empathize with virtual characters? Are game characters just a means for game and story progress or can we develop a strong emotional connection with them? In this research essay, I analysis This War of Mine, a game about surviving a worn torn city where food is limited, and the player must make difficult moral decisions survive. The player controls a small group of characters who all need to be feed, get enough sleep, may need medical care, and other human needs. To look how This War of Mine creates empathy for the virtual characters, I will analysis how humanized characters and difficult dilemmas encourage empathy

The Persuasive Power of Video Game Narratives: Addressing Empathy and Attitudes toward People with Mental Illness

Many college students find themselves struggling with mental health problems (ACHA, 2015). Individuals with mental illness not only battle with the disease, but with the stigma society has developed toward them, leading to a diminished quality of life. Education and contact are two antistigma approaches utilized in this study (Corrigan & Watson, 2002). This thesis aims to understand players’ involvement in the video game narrative (i.e., narrative engagement and transportation) and its relationship with empathy and attitudes toward people with mental illness. As a way to alleviate stigma, college students (N = 97) were surveyed after playing the video game Fran Bow that was perceived by a focus group as having low in-game stereotypes. Contrary to prediction, results indicated that the video game did not have an effect on participants’ empathy or attitudes toward people with mental illness. However, an exploratory assessment of media user characteristics offers interesting insights to the results. Additionally, findings suggest that those who were more involved in the narrative held more in-game story consistent beliefs. Overall, these results imply that video games can play an important role in prosocial change; however, the nature of the game and player characteristics may influence outcomes, therefore more research is needed

The Effect of Intergroup Contact in Gaming on Improving Empathetic Feelings and Reducing Stereotypes Toward Immigrants

Video games have been designed and studied in the context of intergroup relations. Past studies have shown that overall gaming experience may induce empathy and reduce prejudice, however, the mechanism that leads to such an effect is not fully understood. The current study utilizes intergroup contact theory as a foundation to design a 2D game that allows mediated contact to occur through hiring and dialogue choices. It examines how perceived positive vs. negative contact valence with outgroup immigrant workers influences empathetic feelings and stereotypes toward immigrants. A user study of 81 adult players was conducted. Results showed that overall gameplay reduced negative stereotypes. Perceived positive contact predicts increased empathetic feelings and reduced negative stereotypes toward immigrants. However, there is no significant finding with regards to the influence of negative contact in the game. Implications and directions for further research are discusse

Cultural literacy acquisition through video game environments of a digitally born generation

[ES] Los videojuegos modernos son complejos, diversos, inmersivos y muy extendidos, y su influencia en la sociedad y en las personas es muy profunda. Al principio, los videojuegos y sus impactos fueron demonizados, pero con el tiempo los estudios empezaron a evaluar sus efectos positivos en las competencias y habilidades relacionadas con las destrezas del siglo XXI, entre las que se encuentra la alfabetización cultural. Esta tesis sigue esta tendencia y examina el modo en que los juegos de entretenimiento comerciales, los juegos serios, los juegos educativos y las simulaciones pueden ayudar a los jugadores en su aprendizaje y en la adquisición de destrezas que mejoran su alfabetización cultural. Un análisis de las tendencias comunes en las destrezas y competencias necesarias para tener éxito en el siglo XXI (estudiadas por la UNESCO, el British Council, IBM, Google, LinkedIn y el Foro Económico Mundial) reveló que para vivir en un mundo VUCA (volátil, incierto, complejo y ambiguo) hace falta un modelo nuevo y actualizado de la alfabetización cultural. Esta tesis propone tal modelo. Se hizo una revisión de la literatura reciente sobre el impacto y los resultados de los videojuegos. Dicha revisión mostró que los videojuegos pueden reforzar o debilitar los estereotipos, que ayudan a adquirir conocimientos culturales y a desarrollar la alfabetización intercultural, la alfabetización sociocultural, la conciencia cultural, la autoconciencia y el entendimiento cultural de diferentes espacios geopolíticos, y que hasta cierto punto facilitan el desarrollo de las habilidades interculturales. El corazón de la tesis es una investigación sobre la efectividad de los videojuegos en el abordaje de problemas sociales difíciles como son los movimientos migratorios y la crisis de refugiados. Se realizaron dos estudios, uno cuantitativo y otro cualitativo, que obtuvieron resultados alentadores para los creadores de videojuegos de empatía. Muchos participantes informaron que sintieron más empatía y menos rechazo hacia los migrantes y refugiados, así como una mayor motivación para ayudar de forma activa a gente necesitada. Se hizo, además, una encuesta amplia que dio a conocer los géneros de entretenimiento AAA, los personajes, los elementos de juego y las características que los nativos digitales encuentran atractivos, así como los que echan en falta y que les gustaría ver en el futuro. Los hallazgos también confirmaron que los juegos no son solamente una fuente de diversión, sino también de mucho aprendizaje. El inglés, las bases de la informática, el pensamiento estratégico, la geografía y la historia, el trabajo en equipo, conocimientos culturales, el cambio de perspectiva y la creatividad... todo esto se aprende y refuerza con los videojuegos. Las evidencias presentadas en esta tesis sugieren que hay una demanda para herramientas que faciliten la educación intercultural. El punto culminante de esta tesis es el diseño de Chuzme, un juego educativo digital que pretende elevar la autoconciencia (cultural) y el reconocimiento del sesgo cultural con el fin de generar actitudes positivas hacia los migrantes, refugiados y expatriados. En resumen, esta tesis apoya la idea de que los videojuegos facilitan la adquisición de la alfabetización cultural y aporta pruebas de que los videojuegos proporcionan beneficios culturales, sociales y comunicativos que espere animen a los profesores a integrar activamente los videojuegos en su práctica docente. Descriptores: investigación sobre videojuegos, impacto de los videojuegos, comunicación intercultural, aprendizaje basado en juegos, alfabetización cultural[CA] Els videojocs moderns són complexos, diversos, immersius i molt estesos, i la seva influència en la societat i en les persones és molt profunda. Al principi, els videojocs i els seus impactes van ser demonitzats però amb el temps els estudis van començar a avaluar els seus efectes positius en les competències i habilitats relacionades amb les destreses del segle XXI, entre les quals es troba l'alfabetització cultural. Aquesta tesi segueix aquesta tendència i examina la manera en què els jocs d'entreteniment comercials, els jocs seriosos, els jocs educatius i les simulacions poden ajudar els jugadors en el seu aprenentatge i en l'adquisició de destreses que milloren la seva alfabetització cultural. Una anàlisi de les tendències comunes en les destreses i competències necessàries per tenir èxit en el segle XXI (estudiades per la UNESCO, el British Council, IBM, Google, LinkedIn i el Fòrum Econòmic Mundial) va revelar que per viure en un món VUCA (volàtil , incert, complex i ambigu) cal un model nou i actualitzat de l'alfabetització cultural. Aquesta tesi proposa aquest model. Es va fer una revisió de la literatura recent sobre l'impacte i els resultats dels videojocs. La dita revisió va mostrar que els videojocs poden reforçar o debilitar els estereotips, que ajuden a adquirir coneixements culturals i a desenvolupar l'alfabetització intercultural, l'alfabetització sociocultural, la consciència cultural, l'autoconsciència i l'enteniment cultural de diferents espais geopolítics, i que fins a cert punt faciliten el desenvolupament de les habilitats interculturals. El cor de la tesi és una investigació sobre l'efectivitat dels videojocs en l'abordatge de problemes socials difícils com són els moviments migratoris i la crisi de refugiats. Es van realitzar dos estudis, un quantitatiu i un altre qualitatiu, que van obtenir resultats encoratjadors per als creadors de videojocs d'empatia. Molts participants van informar que van sentir més empatia i menys rebuig cap als immigrants i refugiats, així com una major motivació per ajudar de forma activa a gent necessitada. Es va fer, a més, una enquesta àmplia que va donar a conèixer els gèneres d'entreteniment AAA, els personatges, els elements de joc i les característiques que els nadius digitals troben atractius així com els que troben a faltar i que els agradaria veure en el futur. Les troballes també van confirmar que els jocs no són només una font de diversió, sinó també de molt aprenentatge. L'anglès, les bases de la informàtica, el pensament estratègic, la geografia i la història, el treball en equip, coneixements culturals, el canvi de perspectiva i la creativitat ... tot això s'aprèn i reforça amb els videojocs. Les evidències presentades en aquesta tesi suggereixen que hi ha una demanda per a eines que facilitin l'educació intercultural. El punt culminant d'aquesta tesi és el disseny de Chuzme, un joc educatiu digital que pretén elevar l'autoconsciència (cultural) i el reconeixement del biaix cultural amb la finalitat de generar actituds positives cap als migrants, refugiats i expatriats. En resum, aquesta tesi dóna suport a la idea que els videojocs faciliten l'adquisició de l'alfabetització cultural i aporta proves que els videojocs proporcionen beneficis culturals, socials i comunicatius que esperi animin els professors a integrar activament els videojocs en la seva pràctica docent. Descriptors: investigació sobre videojocs, impacte dels videojocs, comunicació intercultural, aprenentatge basat en jocs, l'alfabetització cultural[EN] Modern video games are complex, diverse, immersive and pervasive, and their influence on society and people is far-reaching. Video games and their impacts were initially demonised, but over time research started assessing the positive effects of games on competencies and abilities connected to twenty-first-century skills that include cultural literacy. In line with this trend, this thesis examines how entertaining commercial titles, serious games, educational games and simulations can support players in learning and in acquiring skills that enhance cultural literacy. An analysis of the common trends for the skills and competencies needed for success in the twenty-first century ¿studied by UNESCO, the British Council, IBM, Google, LinkedIn, and the World Economic Forum, among other,¿ revealed that living in a VUCA (volatility, uncertainty, complexity and ambiguity) world requires a new, updated model of cultural literacy. This thesis proposes such a model. A review was made of the recent literature on the impact and outcomes of video games, showing that video games can reinforce or weaken stereotypes; help to acquire cultural knowledge and develop intercultural literacy, socio-cultural literacy, cultural awareness, self-awareness, and the cultural understanding of different geopolitical spaces; and to some extent also facilitate the development of intercultural skills. The heart of the thesis is an investigation into the effectiveness of video games for tackling difficult social issues such as migratory movements and the refugee crisis. Two studies were conducted one quantitative and the other qualitative that obtained heartening results for producers of empathy video games. Many participants reported feeling more empathy and less rejection towards migrants and refugees, as well as being more motivated to actively help people in need. Additionally, a broad survey revealed the AAA entertainment game genres, characters, and in-game elements and features that digital natives find attractive and those they miss and would like in the future. The findings also confirmed that games produce not only fun but also a great deal of learning. The English language, the basics of informatics, strategic thinking, geography and history, teamwork, cultural knowledge, perspective change, and creativity are all learnt and reinforced during video game play. The evidence presented in this thesis suggests there is a demand for tools facilitating intercultural education. The high point of the thesis is the design of Chuzme, an educational digital game that focuses on raising cultural self-awareness and the acknowledgement of cultural bias in order to generate positive attitudes towards migrants, refugees and expatriates. In summary, this thesis supports the idea that video games facilitate the acquisition of cultural literacy and provides evidence on the cultural, social and communication bene¿ts of gaming that hopefully encourages scholars to actively integrate video games in their teaching practice. Keywords: games studies; intercultural communication, impact of video games, games-based learning, cultural literacyShliakhovchuk, O. (2019). Cultural literacy acquisition through video game environments of a digitally born generation [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/13084

Investigating the Effects of a Persuasive Digital Game on Immersion, Identification, and Willingness to Help

Recent years have seen a tremendous rise in the development and distribution of persuasive games: digital games that are used to influence players’ attitudes and/or behavior. Three studies (NStudy 1 = 134; NStudy 2 = 94; NStudy 3 = 161) tested the effects of a persuasive game on immersion, identification, and willingness to help. The results showed that playing the persuasive game did not result in substantially stronger willingness to help, relative to the control conditions. Video and printed text resulted in more immersion than the digital game, but playing the game resulted in substantially higher perceptions of embodied presence

Emotional Gaming

In recent years, research on the psychology of gaming has examined the negative and positive outcomes of playing video games. Thus far, a variety of affective phenomena have been investigated. In this chapter we will continue this exploration by examining the emotions elicited by the act of playing video games. Because the study of emotions must rely on different type of methods, including subjective self-reports (e.g., description of feelings), neuropsychophysiological measurements (e.g. electromyography, skin conductance, heart rate, event-related potentials, functional magnetic resonance imaging), biological markers (e.g. cortisol, testosterone) and behaviours (e.g., facial expressions), we will cover all these distinct methods. We will explore how dimensional and categorical models of emotions have been used to identify the emotional responses of players, including their enjoyment experience. Expanding upon past research findings we will also discuss the social implications of gaming and suggest areas for future research.This chapter was supported by a grant from the Fundação para a Ciência e a Tecnologia (FCT) (GRANT PTDC/PSI-PSO/099985/2008

Video Games And Learning : A theoretical approach to the use of commercial-off-the-shelf video games in Norwegian upper secondary education

Master´s thesis in English (EN501)This thesis explores the educational potential of commercial video games. With LK20, games and gaming have become integral part of Norwegian education, especially with a specific aim in the new English subject curriculum (ENG01-04) and with the broad definition of texts as cultural expressions. Due to the uncertainties surrounding the covid-19 pandemic, no original action-research was conducted. Therefore, this thesis offers a purely theoretical approach instead. It offers a literary analysis and discussion of a wide selection of theories and research regarding games and learning, followed by a theoretical exploration of how one commercial video game, namely Detroit: Become Human (2018)can be effectively utilized in learning contexts in Norwegian upper secondary education. Thus, the following two research questions are answered:(1) What does existing theories and research suggest one can learn from games and gaming in general, what are their potential learning effects? and (2) In light of existing theories and research, what can potentially be learnt by using Detroit: Become Human (DBH) in educational contexts, and how could various learning outcomes be achieved through its use? More specifically, the thesis explores the educational potential of video games to facilitate motivating, interactive, multimodal, and safe learning environments that enable exploration of identities through immersion and identification to foster deep learning and critical thinking

Playing in school or at home? An exploration of the effects of context on educational game experience

The goal of this paper is to gain insight into the effects of context on the educational game experience. More particularly, it deals with the differences in the playing and learning experiences of adolescent players in a domestic (N=135) compared to a classroom (N=121) context. It is hypothesized that the playing and learning experiences will differ significantly between contexts. Results of the quasi-experimental design suggest that game and learning experiences are higher in a domestic compared to an educational context. These experiences, however, are influenced by the time spent playing and by technical performance. Moreover, the effect of experiences such as enjoyment and identification on learning experiences have a more substantial impact on perceived learning than differing contexts