Promoting multicultural literacies through game-based embodiment: a case study of counselor education students and the role-playing game Oblivion

Abstract

Purpose -This study aims to build on Gee's (2003) earlier question exploring specifically the learning processes associated with broadening cultural empathy and exploring personal bias through gameplay in the role-playing game, Oblivion. Design/methodology/approach -Methodology for this case study (Stake, 1995) was informed by narrative (Reissman, 2001) methods that focused on collecting descriptions of the unique experiences of participants while being engaged in gameplay and their personal reflections synthesizing game-based engagement and course content. "Narrative research offers the possibility of exploring nuances and interrelationships among aspects of experience that the reader might better understand other related situations" (Josselson, p. 239). Our study focused on using narrative research methods to examine embodiment within the fictional world of the game as an experiential participatory-learning experience. Findings -All participants indicated that the most salient learning experiences of the course was playing the game. The process participants underwent the experience of an event in the game and linked this gaming experience to their personal real-life reaction combined with emotions and thoughts. They then self-reflected on those reactions, which cumulatively contributed to self-reported increased self-awareness in the areas of personal bias, stereotypes, attitudes, values, beliefs and privilege. Three themes were identified from the data, namely, increase or variance in levels of self-awareness, navigating unfamiliar cultural systems and increased understanding and cognitive empathy for others. In addition, a fourth additional theme of embodiment and the value of embodiment were identified. Research limitations/implications -Lacking in the findings were reports by participants regarding application of skills to different cultural populations. Future research will focus on how integration of application of skills can be facilitated using similar pedagogical practices. Because this study included a small number of participants who were counseling students in a master's program, the applicability of the findings to other student populations is limited. Further research would need to determine whether or not the findings could be replicated with other types of students. Practical implications -Embedding the intervention within the structure of a course appeared to provide a supportive and safe space for experiencing embodied selves, it also provided a mode for performing their future selves for and with colleagues experiencing similar situations. In this way, they were able to venture with and among their colleagues toward a fuller understanding of self, and particularly in conjunction to diverse populations. These features of the intervention appeared to work in concert together holistically affording a space where they could be vulnerable enough, open enough, to begin questioning their central thoughts and beliefs and increase their empathy for others who are different. Social implications -Using...

Games-based trust: Role-playing the administrative experience of immigrants

“…Their hometown was assigned on the basis of the largest city. These customization options, while narrow, were intended to generate parasocial connections, and in doing so, facilitate social learning (Anderton and King, 2016).…”

“…Younger users tend to identify more strongly with mediated characters in general (Blinka, 2008), and strengthening the parasocial connections between users and characters additionally contributes to social learning (Dunn, 2017). Making characters customizable enhances this sense of connection, and feeling connected to characters involved in intergroup contact is related to more positive attitudes toward the outgroup (Anderton and King, 2016). Subjects “move closer to role adoption and empathy when they must act on behalf of the individual, group, or institution they are simulating” (Stover, 2005: 211).…”

“…Outcomes like environmental consciousness (Ouariachi et al, 2018) and civic engagement have been successfully gamified as well (Devisch et al, 2016), while engaged use of role-playing games has been shown to contribute to generalized trust (Lundmark, 2015). Games that privilege characters on the basis of race and appearance can reduce bias and stereotyping (Anderton and King, 2016; Stover, 2005). Role-playing as immigrants in Hungary, for example, is shown to lessen prejudice, with the effect persisting for at least a month after playing the game (Simonovits et al, 2018).…”

Cultural literacy acquisition through video game environments of a digitally born generation.

“…Video games also provide players with a "safe" place where they can acquire culture and play with cultural identities in a virtual environment that realistically imitates real life (Zielke et al, 2009). These realistic ingame environments provide a space where gamers can be open and vulnerable, question their beliefs, and increase their empathy for the culturally different other (Anderton & King, 2016).…”

“…Deaton et al (2005) and Zielke et al (2009) used content design to test how serious games using IVET help to acquire culture-specific knowledge. Lane et al (2008) (Pandey et al, 2007) and The Elder Scrolls IV: Oblivion (Anderton & King, 2016), except for Crogan (2008), who concluded that the educational simulator Real Lives enhances understanding of global world processes. All authors reported positive outcomes of their studies.…”