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Perspective Taking and Decision-Making in Educational Game Play: A Mixed-Methods Study

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Bibliographic Details
Title: Perspective Taking and Decision-Making in Educational Game Play: A Mixed-Methods Study
Language: English
Authors: Hilliard, Lacey J., Buckingham, Mary H., Geldhof, G. John, Gansert, Patricia, Stack, Caroline, Gelgoot, Erin S., Bers, Marina U., Lerner, Richard M.
Source: Applied Developmental Science. 2018 22(1):1-13.
Availability: Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 13
Publication Date: 2018
Document Type: Journal Articles
Reports - Research
Education Level: Middle Schools
Descriptors: Perspective Taking, Decision Making, Educational Games, Video Games, Play, Moral Development, Ethical Instruction, Empathy, Adolescents, Middle School Students, Mixed Methods Research, Randomized Controlled Trials, Semi Structured Interviews, Social Development, Emotional Development, Cognitive Development, Pretests Posttests, Questionnaires, Likert Scales, Moral Values, Value Judgment, Values, Coding, Grade 6, Grade 7, Grade 8, Multivariate Analysis
Assessment and Survey Identifiers: Interpersonal Reactivity Index
DOI: 10.1080/10888691.2016.1204918
ISSN: 1088-8691
Abstract: Video games have the potential to be contexts for moral learning. We investigated whether "Quandary," a video game designed to promote ethical thinking and moral considerations for decision-making, would help promote positive skills such as perspective taking and empathy in adolescents. We examined the effect of playing "Quandary" on 131 middle school students on self-reported measures of moral thinking via mixed-method randomized control trials. In addition, we conducted qualitative analyses of one-on-one participant interviews and short-answer responses to capture experiences and reflections from playing "Quandary," as well as the depth in which students across conditions responded to the interview questions. We found that short-term quantitative indicators did not show change across conditions; however, qualitative analyses revealed thematic responses that are consistent with the core components of the "Quandary" game, and that students in the "Quandary" condition showed a greater depth of response to interview questions. This work is a first step in exploring the potential for virtual game play on children's social, emotional, and cognitive development.
Abstractor: As Provided
Number of References: 52
Entry Date: 2017
Accession Number: EJ1164729
Database: ERIC
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Abstract:Video games have the potential to be contexts for moral learning. We investigated whether "Quandary," a video game designed to promote ethical thinking and moral considerations for decision-making, would help promote positive skills such as perspective taking and empathy in adolescents. We examined the effect of playing "Quandary" on 131 middle school students on self-reported measures of moral thinking via mixed-method randomized control trials. In addition, we conducted qualitative analyses of one-on-one participant interviews and short-answer responses to capture experiences and reflections from playing "Quandary," as well as the depth in which students across conditions responded to the interview questions. We found that short-term quantitative indicators did not show change across conditions; however, qualitative analyses revealed thematic responses that are consistent with the core components of the "Quandary" game, and that students in the "Quandary" condition showed a greater depth of response to interview questions. This work is a first step in exploring the potential for virtual game play on children's social, emotional, and cognitive development.
ISSN:1088-8691
DOI:10.1080/10888691.2016.1204918