Stigma-Stop: A Serious Game against the Stigma toward Mental Health in Educational Settings

Abstract

This paper presents the results from the application of a serious game called Stigma-Stop among a group of high school students with the aim of reducing the stigma toward mental illnesses. The video game features characters with various mental disorders (schizophrenia, depression, bipolar disorder, and panic disorder with agoraphobia) and provides information about these problems. Additionally, the game asks players about whether they have ever felt the same as the characters, if they believe the characters are psychologically well, and if they think they could help these individuals. Similarly, a variety of reactions are provided for players to choose from when they encounter the characters with these problems. A total of 552 students between the ages of 14 and 18 participated in the study, and they were randomly assigned to either the experimental group, which used Stigma-Stop, or the control group, which utilized a video game completely unrelated to mental health. Both video games were used for similar lengths of time. Following the application of Stigma-Stop, a statistically significant decrease was obtained in levels of stigma toward schizophrenia, both in terms of stereotypes and, to a greater extent, its potential dangerousness. However, this was not the case in the control group. Results thus demonstrate the video game’s usefulness toward eradicating erroneous notions about serious mental disorders like schizophrenia.

Experiences of self‐stigmatization and parenting in Chinese mothers with severe mental illness

“…Today, persons with SMI are still commonly perceived as frightening, unpredictable, and strange (Cangas et al . ).…”

Analysis of the Usefulness of a Serious Game to Raise Awareness about Mental Health Problems in a Sample of High School and University Students: Relationship with Familiarity and Time Spent Playing Video Games

“…Thus, the control group was comprised of 118 students and the experimental group was comprised of 412 students. The experimental group was intentionally made larger than the control group, so more students could benefit from the intervention and because in previous studies we found that the responses of the control group were very stable [15,16]. Thus, the classes were randomly distributed: first, a class became a control group, then the next three were assigned to the experimental group, the next was designated as a control group and so on.…”

“…Stigma Stop has been shown to be effective in reducing stigma among high school students. (i.e., secondary school and baccalaureate studies) between the ages of 14 and 18 [15]. In addition, with psychology students, it has been shown to be slightly superior in some dimensions to a talk by professionals and equivalent to a life history by mental health users [16].…”

A Game-Based School Program for Mental Health Literacy and Stigma Regarding Depression (Moving Stories): Protocol for a Randomized Controlled Trial

“…While most mental health literacy programs consist of didactic sessions, we argue that the nature of video games fits better with our goal of teaching skills alongside increasing knowledge. Already, there are several examples of video games successfully teaching youth health knowledge and skills (eg, in cancer treatment specifically [31] and healthy lifestyles in general [32]) and changing mental health stigma [33]. Games provide the opportunity to practice behavior in a relatively safe, engaging, and virtual environment and to learn by doing [34].…”