How do presence, flow, and character identification affect players’ empathy and interest in learning from a serious computer game?
| Autor: | Pedro Hernndez-Ramos, Amanda Waldron, Christine M. Bachen, Chad Raphael |
|---|---|
| Rok vydání: | 2016 |
| Předmět: |
media_common.quotation_subject
05 social sciences 050301 education 050801 communication & media studies Empathy Game play Affect (psychology) Computer game Simulation theory of empathy Human-Computer Interaction 0508 media and communications Character (mathematics) Arts and Humanities (miscellaneous) Flow (mathematics) Identification (psychology) Psychology 0503 education Social psychology General Psychology media_common |
| Zdroj: | Computers in Human Behavior. 64:77-87 |
| ISSN: | 0747-5632 |
| Popis: | This study develops and tests an integrated model of how three psychological variablespresence, flow, and character identificationcontribute 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. Display Omitted We tested a model of the psychology of computer game play and learning outcomes.Immersive presence predicted flow, character identification, and in-game empathy.In-game empathy predicted interest in learning more about the game topics.Flow and identification made secondary contributions to learning outcomes.Learning games should focus on empathy and presence, then flow and identification. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|
Full Text from ScienceDirect