Diverse Perspectives: An Inclusive Serious Game for (International) Students
Article No.: 302, Pages 1 - 34
Abstract
Universities have increasingly diverse student populations. While a greater variety of students' backgrounds, skills and abilities exist, this does not necessarily mean they have more inclusive interactions. A lack of inclusive interactions can cause negative biases against people who are different from oneself. One strategy to mitigate bias is exposure to situations where students encounter social dilemmas with others and are stimulated to reflect on their interactions. These experiences could be simulated within a serious game as a safe learning environment. Moreover, serious games allow the player to broaden their mental perspective by showing the world through the eyes of others. This paper presents the design and evaluation of the serious game called Diverse Perspectives. This visual novel with multiple endings captures social dilemmas and allows the player to view them from a different angle through perspective switches. We evaluate Diverse Perspectives with quantitative (N = 32) and qualitative measures on attitude towards diversity and gaming experience measured with the Shortened Version of the Miville-Guzman Universality-Diversity Scale and the Game Experience Questionnaire. Participants indicate they find the perspective switch helpful as it creates an understanding of the other person's view.
Supplemental Material
ZIP File
The file contains a 15 minute video, showing a possible playthrough of the game.
- Download
- 221.00 MB
References
[1]
Kelly-Ann Allen, DeLeon L Gray, Roy F Baumeister, and Mark R Leary. 2022. The need to belong: A deep dive into the origins, implications, and future of a foundational construct. Educational Psychology Review, Vol. 34, 2 (2022), 1133--1156.
[2]
Sytse Backx, Shiyi Chen, Tamara Mantz, Geertje Peters Rit, and Cahelle Vleeshouwers. 2022. Change Perspective: A Serious Game For Cultural Integration Between International And Dutch Students. [Project Report]. INFOMSEGA course, Utrecht University (2022).
[3]
Domna Banakou, Alejandro Beacco, Solène Neyret, Marta Blasco-Oliver, Sofia Seinfeld, and Mel Slater. 2020. Virtual body ownership and its consequences for implicit racial bias are dependent on social context. Royal Society open science, Vol. 7, 12 (2020), 201848.
[4]
Alma Gloria Barrera Ya nez, Cristina Alonso-Fernandez, and Baltasar Fernandez Manjon. 2020. Review of serious games to educate on gender equality. In Eighth International Conference on Technological Ecosystems for Enhancing Multiculturality. 662--668.
[5]
Jonathan Belman and Mary Flanagan. 2010. Designing games to foster empathy. International Journal of Cognitive Technology, Vol. 15, 1 (2010), 11.
[6]
Charles R Berger and Richard J Calabrese. 1974. Some explorations in initial interaction and beyond: Toward a developmental theory of interpersonal communication. Human communication research, Vol. 1, 2 (1974), 99--112.
[7]
Ann Blandford, Dominic Furniss, and Stephann Makri. 2016. Qualitative HCI research: Going behind the scenes. Synthesis lectures on human-centered informatics, Vol. 9, 1 (2016), 1--115.
[8]
Virginia Braun and Victoria Clarke. 2006. Using thematic analysis in psychology. Qualitative research in psychology, Vol. 3, 2 (2006), 77--101.
[9]
Jude S Brereton and Kat Young. 2022. Establishing social learning in an engineering MOOC: Benefits for diversity and inclusion in engineering education. Sustainability, Vol. 14, 9 (2022), 1--24.
[10]
Robert B Cialdini and Noah J Goldstein. 2004. Social influence: Compliance and conformity. Annual Review of Psychology, Vol. 55 (2004), 591--621.
[11]
Vincent Cicchirillo and Osei Appiah. 2014. The impact of racial representations in video game contexts: Identification with Gaming Characters. New Media and Mass Communication, Vol. 26 (2014), 14--21.
[12]
Juliet M Corbin and Anselm Strauss. 1990. Grounded theory research: Procedures, canons, and evaluative criteria. Qualitative sociology, Vol. 13, 1 (1990), 3--21.
[13]
Kimberlé Williams Crenshaw. 1988. Race, reform, and retrenchment: Transformation and legitimation in antidiscrimination law. Harvard Law Review, Vol. 101, 7 (1988), 1331--1387.
[14]
John F Dovidio, Angelika Love, Fabian MH Schellhaas, and Miles Hewstone. 2017. Reducing intergroup bias through intergroup contact: Twenty years of progress and future directions. Group Processes & Intergroup Relations, Vol. 20, 5 (2017), 606--620.
[15]
Heather Dwyer and Joyya Smith. 2020. A Mandatory Diversity Workshop for Faculty: Does It Work? To Improve the Academy, Vol. 39, 2 (2020), 183--212.
[16]
Mahmoud Medhat Elsherif, Sara Lil Middleton, Jenny Mai Phan, Flavio Azevedo, Bethan Joan Iley, Magdalena Grose-Hodge, Samantha Lily Tyler, Steven K. Kapp, Am'elie Gourdon-Kanhukamwe, Desiree Grafton-Clarke, and et al. 2022. Bridging neurodiversity and open scholarship: How shared values can guide best practices for research integrity, social justice, and principled education. [Unpublished manuscript] (2022). https://doi.org/10.31222/osf.io/k7a9p
[17]
Equality, Diversity & Inclusion (EDI) Office of Utrecht University. 2022. The Dilemma Game. https://www.uu.nl/en/dilemma-game
[18]
Andy Field, Jeremy Miles, and Zoë Field. 2012. Discovering statistics using R. Sage publications.
[19]
Xavier Fonseca, Geertje Slingerland, Stephan Lukosch, and Frances Brazier. 2021. Designing for meaningful social interaction in digital serious games. Entertainment Computing, Vol. 36 (2021), 100385.
[20]
Josef Froschauer, Ingo Seidel, Markus Gärtner, Helmut Berger, and Dieter Merkl. 2010. Design and evaluation of a serious game for immersive cultural training. In 2010 16th international conference on virtual systems and multimedia. IEEE, 253--260.
[21]
Jairo N Fuertes, Marie L Miville, Jonathan J Mohr, William E Sedlacek, and Denise Gretchen. 2000. Factor structure and short form of the Miville-Guzman Universality-Diversity Scale. Measurement and Evaluation in Counseling and Development, Vol. 33, 3 (2000), 157--169.
[22]
Diego Gómez-Zará, Mengzi Guo, Leslie A DeChurch, and Noshir Contractor. 2020. The impact of displaying diversity information on the formation of self-assembling teams. In Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems. 1--15.
[23]
E Tory Higgins. 1987. Self-discrepancy: a theory relating self and affect. Psychological review, Vol. 94, 3 (1987), 319--340.
[24]
Geert Hofstede. 1986. Cultural differences in teaching and learning. International Journal of intercultural relations, Vol. 10, 3 (1986), 301--320.
[25]
Geert Hofstede. 2001. Culture's consequences: Comparing values, behaviors, institutions and organizations across nations 2 ed.). Thousand Oaks: Sage Publications.
[26]
Astrid C Homan. 2019. Dealing with diversity in workgroups: Preventing problems and promoting potential. Social and Personality Psychology Compass, Vol. 13, 5 (2019), 1--15.
[27]
W. A. IJsselsteijn, Y.A. De Kort, and K. Poels. 2013. The Game Experience Questionnaire. [Questionnaire]. Eindhoven University of Technology (2013).
[28]
Ankur Joshi, Saket Kale, Satish Chandel, and D Kumar Pal. 2015. Likert scale: Explored and explained. British journal of applied science & technology, Vol. 7, 4 (2015), 396--403.
[29]
John M Keller. 1987. Development and use of the ARCS model of instructional design. Journal of instructional development, Vol. 10, 3 (1987), 2--10.
[30]
Janet L Kottke. 2011. Additional evidence for the short form of the Universality-Diversity Scale. Personality and Individual Differences, Vol. 50, 4 (2011), 464--469.
[31]
Jeanine Krath, Linda Schürmann, and Harald FO Von Korflesch. 2021. Revealing the theoretical basis of gamification: A systematic review and analysis of theory in research on gamification, serious games and game-based learning. Computers in Human Behavior, Vol. 125 (2021), 106963.
[32]
Agnes Kukulska-Hulme, Mark Gaved, Lucas Paletta, Eileen Scanlon, Ann Jones, and Andrew Brasher. 2015. Mobile incidental learning to support the inclusion of recent immigrants. Ubiquitous Learning: an international journal, Vol. 7, 2 (2015), 9--21.
[33]
Jennifer S Lerner, Ye Li, Piercarlo Valdesolo, and Karim S Kassam. 2015. Emotion and decision making. Annual review of psychology, Vol. 66 (2015), 799--823.
[34]
Kun Li and John M Keller. 2018. Use of the ARCS model in education: A literature review. Computers & Education, Vol. 122 (2018), 54--62.
[35]
Chad N Loes, KC Culver, and Teniell L Trolian. 2018. How collaborative learning enhances students? openness to diversity. The Journal of Higher Education, Vol. 89, 6 (2018), 935--960.
[36]
Gil Moreu, Naomi Isenberg, and Markus Brauer. 2021. How to promote diversity and inclusion in educational settings: behavior change, climate surveys, and effective pro-diversity initiatives. In Frontiers in Education, Vol. 6. Frontiers Media SA, 668250.
[37]
Lennart E Nacke, Chris Bateman, and Regan L Mandryk. 2014. BrainHex: A neurobiological gamer typology survey. Entertainment computing, Vol. 5, 1 (2014), 55--62.
[38]
Emily Naul and Min Liu. 2020. Why story matters: A review of narrative in serious games. Journal of Educational Computing Research, Vol. 58, 3 (2020), 687--707.
[39]
Jeff L Nay and José P Zagal. 2017. Meaning without consequence: virtue ethics and inconsequential choices in games. In Proceedings of the 12th International Conference on the Foundations of Digital Games. 1--8.
[40]
Mike Noon. 2018. Pointless diversity training: Unconscious bias, new racism and agency. Work, employment and society, Vol. 32, 1 (2018), 198--209.
[41]
Danielle Marie Olson and D Fox Harrell. 2020. 'I Don't See Color': Characterizing Players? Racial Attitudes and Experiences via an Anti-Bias Simulation Videogame. In Proceedings of the 15th International Conference on the Foundations of Digital Games. 1--4.
[42]
Kristine Øygardslia, Charlotte Lærke Weitze, and Juhyung Shin. 2020. The Educational Potential of Visual Novel Games: Principles for Design. Replaying Japan, Vol. 2, 2 (2020).
[43]
Lucas Paletta, Ian Dunwell, Mark Gaved, Jan Bobeth, Sofoklis Efremidis, Patrick Luley, Agnes Kukulska-Hulme, Sara de Freitas, Petros Lameras, and Stephanie Deutsch. 2013. Advances in MASELTOV--Serious Games in a Mobile Ecology of Services for Social Inclusion and Empowerment of Recent Immigrants. In International Conference on Advances in Computer Entertainment Technology. Springer, 440--455.
[44]
Karolien Poels, Yvonne AW de Kort, and Wijnand A IJsselsteijn. 2007. D3.3: Game Experience Questionnaire: development of a self-report measure to assess the psychological impact of digital games. (2007).
[45]
Susan L Prieto-Welch. 2016. International student mental health. New Directions for Student Services, Vol. 2016, 156 (2016), 53--63.
[46]
Chandler Puritty, Lynette R Strickland, Eanas Alia, Benjamin Blonder, Emily Klein, Michel T Kohl, Earyn McGee, Maclovia Quintana, Robyn E Ridley, Beth Tellman, et al. 2017. Without inclusion, diversity initiatives may not be enough. Science, Vol. 357, 6356 (2017), 1101--1102.
[47]
Bart Rienties, Dharma Luchoomun, and Dirk Tempelaar. 2014. Academic and social integration of Master students: a cross-institutional comparison between Dutch and international students. Innovations in education and teaching international, Vol. 51, 2 (2014), 130--141.
[48]
Bart Rienties and Dirk Tempelaar. 2013. The role of cultural dimensions of international and Dutch students on academic and social integration and academic performance in the Netherlands. International Journal of Intercultural Relations, Vol. 37, 2 (2013), 188--201.
[49]
Sascha Schneider, Steve Nebel, Maik Beege, and Günter Daniel Rey. 2018. The autonomy-enhancing effects of choice on cognitive load, motivation and learning with digital media. Learning and Instruction, Vol. 58 (2018), 161--172.
[50]
Alexander Serebrenik. 2022. Inaugural lecture on Social Software Engineering. [Booklet]. Eindhoven University of Technology (2022).
[51]
Roger Smith and Adrienne Decker. 2016. Understanding the impact of QPOC representation in video games. In 2016 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT). IEEE, 1--8.
[52]
Henri Tajfel and John C. Turner. 1986. The social identity theory of intergroup behaviour. Nelson-Hall, 7--24.
[53]
Teniell L Trolian and Eugene T Parker III. 2022. Shaping Students? Attitudes Toward Diversity: Do Faculty Practices and Interactions With Students Matter? Research in Higher Education, Vol. 63, 5 (2022), 849--870.
Index Terms
- Diverse Perspectives: An Inclusive Serious Game for (International) Students
Recommendations
Impacts of Forced Serious Game Play on Vulnerable Subgroups
Three vulnerable subgroups of players non-gamers, resistant players, and females were studied to understand how each approaches and plays serious games. The authors explore forced required play using four different online casual games. Their research ...
Gamifying Serious Games: Modding Modern Board Games to Teach Game Potentials
Gaming, Simulation and Innovations: Challenges and OpportunitiesAbstractThe growing interest in game-based approaches is evident. But establishing Gamification and Serious Game processes are challenging, especially when there are few available resources and game design knowledge. Low-tech and low-budget games can be ...
A Method for Simulating Players in a Collaborative Multiplayer Serious Game
SeriousGames '14: Proceedings of the 2014 ACM International Workshop on Serious GamesMultiplayer Serious Games are a promising concept to combine the features of Serious Games with the concept of collaborative learning. Multiplayer games, however, are hard to model, especially as interaction between players is often hard to predict. For ...
Comments
Information & Contributors
Information
Published In
October 2024
1726 pages
Copyright © 2024 ACM.
Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than the author(s) must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected].
Publisher
Association for Computing Machinery
New York, NY, United States
Publication History
Published: 15 October 2024
Published in PACMHCI Volume 8, Issue CHI PLAY
Check for updates
Author Tags
Qualifiers
- Research-article
Contributors
Other Metrics
Bibliometrics & Citations
Bibliometrics
Article Metrics
- 0Total Citations
- 184Total Downloads
- Downloads (Last 12 months)184
- Downloads (Last 6 weeks)30
Reflects downloads up to 02 Mar 2025
Other Metrics
Citations
View Options
Login options
Check if you have access through your login credentials or your institution to get full access on this article.
Sign in