It's in the Bag! Using Simulation as a Participatory Learning Method to Understand Poverty

Davidson, Jean H.; Preez, Leanne Du; Gibb, Matthew; Nel, Etienne

doi:10.1080/03098260802276672

Cited by 12 publications

(7 citation statements)

References 8 publications

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“…These studies find that CAPS builds participants' empathy for low-income people and strengthens understanding of the experience of poverty, such as its contribution to poor health (Nickols & Nielsen, 2011;Noone et al, 2012;Steck et al, 2011;Strasser et al, 2013;Todd et al, 2011;Vandsburger et al, 2010;Yang et al, 2014;Zosky & Thompson, 2012). Many of these studies also demonstrate a reduction in negative attitudes toward the poor (Davidson et al, 2009;Menzel et al, 2014;Nickols & Nielsen, 2011;Noone et al, 2012;Patterson & Hulton, 2012;Strasser et al, 2013;Todd et al, 2011).…”

Section: Empathy and Presencementioning

confidence: 96%

“…Simulations typically emphasize structural causes of poverty (Reid & Evanson, 2016) and are mostly successful in imparting these beliefs. Several different face-to-face simulations have been found to build participants' understanding of structural causes, including the "deprivation trap" that can ensnare African villagers (Davidson, Preez, Gibb, & Nel, 2009), the trials of Indian families engaged in low-paid piece work (Menzel, Wilson, & Doolen, 2014), the challenges faced by formerly incarcerated women reintegrating into American society (Todman, Brodyn, Berger, Willard, & Taylor, 2013), and the enduring effects of social stratification (Norris, 2013).…”

Section: Attribution Theory and Face-to-face Poverty Simulationsmentioning

confidence: 99%

“…Several studies measure participants' intent to act, and the findings are inconsistent. Some studies find simulations boost participants' intent to volunteer to serve the poor (Patterson & Hulton, 2012;Yang et al, 2014), while others do not (Browne & Roll, 2016;Davidson et al, 2009). Further, one study finds that participants did not act on their stated intentions .…”

Section: Attribution Theory and Face-to-face Poverty Simulationsmentioning

confidence: 99%

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Experiencing poverty in an online simulation: Effects on players’ beliefs, attitudes and behaviors about poverty

Hernández-Ramos¹,

Bachen²,

Raphael³

et al. 2019

Cyberpsychology

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Hernández-Ramos, P., Bachen, C. M., Raphael, C., Ifcher, J., Broghammer, M. (2019). Experiencing poverty in an online simulation: Effects on players' beliefs, attitudes and behaviors about poverty. AbstractDigital simulations are increasingly used to educate about the causes and effects of poverty, and inspire action to alleviate it. Drawing on research about attributions of poverty, subjective well-being, and relative income, this experimental study assesses the effects of an online poverty simulation (entitled Spent) on participants' beliefs, attitudes, and actions. Results show that, compared with a control group, Spent players donated marginally more money to a charity serving the poor and expressed higher support for policies benefitting the poor, but were less likely to take immediate political action by signing an online petition to support a higher minimum wage. Spent players also expressed greater subjective well-being than the control group, but this was not associated with increased policy support or donations. Spent players who experienced greater presence (perceived realism of the simulation) had higher levels of empathy, which contributed to attributing poverty to structural causes and support for anti-poverty policies. We draw conclusions for theory about the psychological experience of playing online poverty simulations, and for how they could be designed to stimulate charity and support for anti-poverty policies.

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Section: Empathy and Presencementioning

confidence: 96%

Section: Attribution Theory and Face-to-face Poverty Simulationsmentioning

confidence: 99%

Section: Attribution Theory and Face-to-face Poverty Simulationsmentioning

confidence: 99%

See 1 more Smart Citation

Experiencing poverty in an online simulation: Effects on players’ beliefs, attitudes and behaviors about poverty

Hernández-Ramos¹,

Bachen²,

Raphael³

et al. 2019

Cyberpsychology

View full text Add to dashboard Cite

show abstract

“…Strasser, Smith, Denney, Jackson, & Buckmaster, 2013;Wallace, Miller-Cribbs, & Duffy, 2013) and its adaptions, e.g. the Oregon Poverty Simulation (Bowman, Bairstow, & Edwards, 2003); Development Monopoly (Ansoms & Gennen, 2012); the poverty simulation in Second Life V R (Menzel, Willson, & Doolen, 2013) and the modified 'Paper Bag Game' (Davidson, DuPreez, Gibb, & Nell, 2009).…”

Section: Introductionmentioning

confidence: 99%

Living with poverty: A simulation

Smith-Carrier

Leacy²,

Bouck

et al. 2018

Journal of Social Work

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Summary This research explores whether participating in a poverty simulation resulted in changes to participants’ beliefs about the causes and effects of poverty, as well as shifts in their attitudes and actions towards people experiencing poverty. In this multiple case study, we analysed quantitative and qualitative data from participant feedback surveys and pre-, post- and follow-up questionnaires from two samples: undergraduate students and community participants. We conclude that the poverty simulation is only a step, albeit a potentially important one, to enhance participants’ understanding about the causes of poverty, and to alter their attitudes and beliefs about people living in poverty. Findings We found statistically significant results (p < .05) on cumulative scores of the modified Attitudes Toward Poverty Scale, indicating an improvement in participants’ attitudes towards poverty (both samples). Although generally positive about their experiences, participating in the simulation did not appear to have prompted participants to take action to reduce poverty. Applications Poverty simulation planners should be wary of adopting scenarios that emphasize, or fail to adequately contextualize, behaviours or responses that might perpetuate individual explanations of poverty. Moreover, organizers must carefully consider how to ensure participants in their audience currently experiencing low income do not become emotionally distressed, triggered or further marginalized in the process. While overall participants were positive about their experiences in the simulation, the events did not appear to have prompted them to action. Moving beyond the goal of increasing participants’ understandings of poverty, interventions that foster greater engagement in poverty issues over the long term are necessary.

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“…Literature shows that various South African researchers have used different teaching and learning strategies to foster deep learning in the South African context. Some of these studies included the use of games and simulations to foster critical thinking and solving problems (Rowntree and Fox 2008;Davidson et al 2009), the implementation of issue-based enquiry at South African schools (Wilmot and Norton 2004), the implementation of problem-based learning in science education at school level (Van LoggerenbergHattingh 2003) and geography in teacher education (Golightly and Muniz 2013). Although Schultze (2003) found that most teachers in South Africa seemed to be willing to move towards more meaningful deep learning, it is clear that traditional teaching that promotes surface learning still prevails (Rambuda and Fraser 2004;De Waal and Grösser 2009;Alexander et al 2010).…”

Section: Introductionmentioning

confidence: 99%

Problem-Based Learning to Foster Deep Learning in Preservice Geography Teacher Education

Golightly

Raath

2014

Journal of Geography

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In South Africa, geography education students' approach to deep learning has received little attention. Therefore the purpose of this one-shot experimental case study was to evaluate the extent to which first-year geography education students used deep or surface learning in an embedded problem-based learning (PBL) format. The researchers measured students' approach to learning in this PBL format in two groups of first-year students (2012 and 2013), using the standardized revised study process questionnaire adapted to the PBL context. The study provided evidence to suggest that the implementation of PBL could help to foster deep learning among first-year geography education students.

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It's in the Bag! Using Simulation as a Participatory Learning Method to Understand Poverty

Cited by 12 publications

References 8 publications

Experiencing poverty in an online simulation: Effects on players’ beliefs, attitudes and behaviors about poverty

Experiencing poverty in an online simulation: Effects on players’ beliefs, attitudes and behaviors about poverty

Living with poverty: A simulation

Problem-Based Learning to Foster Deep Learning in Preservice Geography Teacher Education

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