Serious Games as Communicative Tools for Attitudinal and Behavioral Change

Muhamad, Jessica Wendorf; Kim, So Yoon

doi:10.1002/9781119399926.ch9

Cited by 9 publications

(16 citation statements)

References 114 publications

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“…1). Community attributes, governance arrangements, and the biophysical environment are important real-life context dimensions (Ostrom 2011, Muhamad andKim 2020).…”

Section: Conceptualizing How Games Can Influence Behaviormentioning

confidence: 99%

“…The approach contrasts with more formal presentations of abstract knowledge that are common in many forms of teaching or costly learning-by-doing in real life (Hertzog et al 2014, Flood et al 2018. Games create a relatively low-risk forum for experiencing and discussing the complexities of social-ecological systems and allow for exploring behavior that is too risky in real life (Starks 2014, Speelman et al 2018, Muhamad and Kim 2020. Using games can lead directly to inventing and negotiating rules, including enforcement mechanisms (Woodhill 2010).…”

Section: Introductionmentioning

confidence: 99%

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Games for experiential learning: triggering collective changes in commons management

Falk¹,

Zhang²,

Meinzen-Dick³

et al. 2023

E&S

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As resource users interact and impose externalities onto each other, institutions are needed to coordinate resource use, create trust, and provide incentives for sustainable management. Coordinated collective action can play a key role in enabling communities to manage natural resource commons more sustainably. But when such collective action is not present, what can be done to foster it? We contribute to the understanding of how experiential learning through games can affect behavioral change, potentially leading to more sustainable commons management. We present a conceptual framework describing the most important processes involved in experiential learning games. The framework highlights the importance of the game context for achieving game outcomes. We list game features that have been argued to influence learning and behavioral determinants, focusing on the game narrative and experience, game rules, and attributes of players. We briefly describe how each game feature influences the processes in the framework. Next, we apply the conceptual framework to examine design features that were particularly important for influencing behavioral drivers in commons management in three intervention cases from India relating to groundwater, surface water, and forests. Our conceptual reflections underpin the need to debate about underlying assumptions in using games as intervention tools. Making assumptions transparent can help to understand why or under what conditions experiential learning works or fails. There is a critical need for more systematic choices of the right tools for the right purpose. This includes participants of the experiential learning who must be able to relate the game to their real life. A social dilemma in the game should at least, in its basic structure, represent a real-life dilemma. We close by highlighting future research needs both from the conceptual behavioral change as well as the game design perspective.

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“…1). Community attributes, governance arrangements, and the biophysical environment are important real-life context dimensions (Ostrom 2011, Muhamad andKim 2020).…”

Section: Conceptualizing How Games Can Influence Behaviormentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Games for experiential learning: triggering collective changes in commons management

Falk¹,

Zhang²,

Meinzen-Dick³

et al. 2023

E&S

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“…Since the early 1990s, the mass media have engaged in HIV/AIDS prevention and control, and they are now regarded as an effective "vaccine" against HIV infection. Among various media forms, serious games advocate the idea of entertainment education, expose social injustice, and reflect on discrimination; they are thus an effective intervention for communicating prosocial information [24]. HIV/AIDS educational games can be classified into many types, including racing games (eg, Fast Car: Travelling Safely Around the World), board games (eg, Make a Positive Start Today!…”

Section: Effects Of Serious Games On Hiv-related Stigmamentioning

confidence: 99%

“…Based on the entertainment overcoming resistance model (EORM), entertainment education media can overcome resistance from the audience by way of narratives, thus having a more positive effect on persuasion compared to traditional educational methods [25,26]. Digital games enable learning from interactive experience, which no other interventions can match [27]; they can also change attitude and behavior in an engaging environment [24]. The entertainment education strategy of serious games can make HIV/AIDS-related experiences more perceptible and familiar to players.…”

Section: Effects Of Serious Games On Hiv-related Stigmamentioning

confidence: 99%

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A Web-Based Gaming Approach to Decrease HIV-Related Stigma: Game Development and Mixed Methods Evaluation

Zhang¹,

Lai²

2022

JMIR Serious Games

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Background The stigma faced by people living with HIV causes difficulties in the treatment of HIV/AIDS. Decreasing this stigma is thus no less urgent than implementing behavioral interventions. Serious games are being increasingly adopted as an intervention mechanism to control HIV/AIDS around the world. However, the development and evaluation of these games in China are far from adequate. Objective This research aimed to help decrease HIV-related stigma in China via the development and evaluation of a serious game, as well as promote a participatory gamification culture for health interventions. Methods Initially, a serious game was developed using free resources from a user-generated content website. Then, quantitative and qualitative methods were employed for game evaluation. A randomized controlled trial was conducted to explore the game’s effect on HIV-related stigma. The trial included 167 university students, who were randomly allocated to game and control groups. After the experimental evaluation, focus group discussions were held with 64 participants, who were invited to form 16 groups. Results The game was called The Second Kind of Life with HIV (SKLWH), which is a free online game that can be played on computers and smartphones. This game hopes to publicize that people living with HIV can live a normal life, that is, a second life different from that imagined by the public. Based on the gamification practice of SKLWH, the participatory serious game development model (PSGDM) was proposed, which guided the development of 3 other HIV-themed games. The trial showed that intimacy stigma was much more severe than morality stigma and personal interaction stigma. Females were more tolerant of morality stigma than males (mean score: 1.29 vs 1.50; P=.01). The game intervention showed an advantage in decreasing intimacy stigma (mean score [game vs control]: 2.43 vs 2.73; P=.04). The group discussions validated the quantitative results and provided further in-depth information. The game intervention was largely preferred by participants, and the belief in intimacy impossibility was commonly expressed by participants when considering their relationship with people living with HIV. Conclusions HIV/AIDS education should adopt appropriate media interventions to mitigate different dimensions of HIV-related stigma. Serious games should be used to decrease intimacy stigma, which is the hardest form to diminish. It is expected that the PSGDM can promote the development of more health games. Furthermore, HIV/AIDS intervention requires interdisciplinary efforts and cooperation that will allow more people to participate and share the responsibility of promoting health.

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Strengthening Integration of Communication Theory into Entertainment-Education Practice: Reflections from the La Peor Novela Case Study

Obregón

Muhamad

Lapsansky

2021

Entertainment-Education Behind the Scenes

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The need to bridge the gap between theory and practice is often at the heart of discussions about the role of communication in promoting social and behavioral change and advancing development outcomes. Over the past several years, scholars and practitioners in Communication for Development (C4D) and Social and Behavior Change Communication (SBCC) have made considerable progress in strengthening the integration of theory into the practice of C4D/SBCC programmatic design, implementation, and evaluation. This is illustrated by the definitions of C4D/

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Serious Games as Communicative Tools for Attitudinal and Behavioral Change

Cited by 9 publications

References 114 publications

Games for experiential learning: triggering collective changes in commons management

Games for experiential learning: triggering collective changes in commons management

A Web-Based Gaming Approach to Decrease HIV-Related Stigma: Game Development and Mixed Methods Evaluation

Strengthening Integration of Communication Theory into Entertainment-Education Practice: Reflections from the La Peor Novela Case Study

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