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

Autor/inn/en	Hilliard, Lacey J.; Buckingham, Mary H.; Geldhof, G. John; Gansert, Patricia; Stack, Caroline; Gelgoot, Erin S.; Bers, Marina U.; Lerner, Richard M.
Titel	Perspective Taking and Decision-Making in Educational Game Play: A Mixed-Methods Study
Quelle	In: Applied Developmental Science, 22 (2018) 1, S.1-13 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8691
DOI	10.1080/10888691.2016.1204918
Schlagwörter	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; Coding; Grade 6; Grade 7; Grade 8; Multivariate Analysis; Interpersonal Reactivity Index + Suchen Sie Ihr Suchwort? Zukunftsperspektive; Decision-making; Entscheidungsfindung; Educational game; Lernspiel; Video game; Videospiel; Videospiele; Spiel; Moralische Entwicklung; Ethics instruction; Teaching of ethics; Ethikunterricht; Empathie; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Soziale Entwicklung; Gefühlsbildung; Kognitive Entwicklung; Fragebogen; Likert-Skala; Moral value; Ethischer Wert; Werturteil; Codierung; Programmierung; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Multivariate Analyse
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01