Perspective taking and decision-making in educational game play: A mixed-methods study.
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| Title: | Perspective taking and decision-making in educational game play: A mixed-methods study. |
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| Authors: | Hilliard, Lacey J. (AUTHOR), Buckingham, Mary H. (AUTHOR), Geldhof, G. John (AUTHOR), Gansert, Patricia (AUTHOR), Stack, Caroline (AUTHOR), Gelgoot, Erin S. (AUTHOR), Bers, Marina U. (AUTHOR), Lerner, Richard M. (AUTHOR) |
| Source: | Applied Developmental Science. Jan-Mar2018, Vol. 22 Issue 1, p1-13. 13p. |
| Subjects: | Video games, Video games in education, Learning, Educational games, Middle school students, Ethics |
| 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. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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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. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10888691 |
| DOI: | 10.1080/10888691.2016.1204918 |
