ABSTRACT

In line with previous findings stressing the importance of the player experience for game effectiveness, the main aim of the study was to explore whether the experience while playing a serious digital game aimed at bullying prevention mediated the relationship between initial and postgame knowledge about appropriate reactions in bullying situations, and initial and postgame compassion for the victim. Participants were 12- to 14-year-old students from 10 European schools (N = 120; 51% boys). Students were assessed in schools, by an online survey, before and after gaming sessions, on measures of knowledge about appropriate reactions in bullying situations and compassion for the victim. Students’ experience during playing was also assessed. The proposed model showed a good fit to the data, but the mediation hypotheses were not supported. The results indicated that some aspects of the game experience could affect subsequent knowledge and compassion. Specifically, the challenge had a significant effect on knowledge about appropriate behaviour, while immersion had a significant effect on compassion. The model was tested on the wider sample including students who played the control game (N = 116; 46% boys). The results of moderated mediation analysis offer further support to this conclusion, as these effects were not significant in the control group.

摘要

与之前强调玩家体验对游戏效果的重要性的研究结果一致，该研究的主要目的是探讨在玩旨在预防欺凌的严肃数字游戏时的体验是否在初始和游戏后知识之间的关系中起到了中介作用。欺凌情况，以及对受害者的初始和赛后同情。参与者是来自 10 所欧洲学校的 12 至 14 岁的学生（N = 120; 51% 男孩）。学生在游戏之前和之后通过在线调查在学校进行评估，评估关于欺凌情况下的适当反应和对受害者的同情的知识度量。还评估了学生在游戏过程中的体验。所提出的模型显示出与数据的良好拟合，但不支持中介假设。结果表明，游戏体验的某些方面可能会影响后续的知识和同情心。具体来说，挑战对适当行为的知识有显着影响，而沉浸对同情心有显着影响。该模型在更广泛的样本上进行了测试，包括玩控制游戏的学生（N = 116; 46% 男孩）。适度调解分析的结果进一步支持了这一结论，因为这些影响在对照组中并不显着。