This study examined whether experiencing a multiplayer serious game could foster cognitive empathy in adolescent bystanders of cyberbullying, empathic concern for these situations and affective empathy towards those involved during game play. We also explored the players' self-reflections about cyberbullying scenarios in the game. A quasi-experimental design was used. While participants in an alternative intervention group read the game's storyline and filled in activities on paper, players in the experimental group interacted through a fictitious social network on themes related to organizing a school field trip and other activities. The control group had their regular classes. Quantitative (ANCOVA and Multilevel) and qualitative (Content analysis) results from 221 7th and 8th-graders recorded in classroom settings, showed that overall players reveal higher levels of cognitive empathy, empathic concern and affective empathy than those who did not play the game. Players referred appraisals and factual cognitions against cyberbullying, empathy towards the victim. Our game can help improve adolescents' cognitive empathy and prosociality in cyberbullying.

这项研究检查了经历多人严肃游戏是否可以促进青少年欺凌者的认知移情，对这些情况的移情关注以及对游戏过程中涉及的人的情感移情。我们还探讨了玩家对游戏中网络欺凌场景的自我反思。使用了准实验设计。当其他干预小组的参与者阅读游戏的故事情节并在纸上填写活动时，实验小组的参与者则通过虚拟的社交网络与主题进行了互动，这些主题与组织学校实地考察和其他活动有关。对照组定期上课。来自教室设置的221个7年级和8年级学生的定量（ANCOVA和多级）和定性（内容分析）结果，研究表明，与不玩游戏的人相比，总体玩家具有更高的认知同情心，同情关注和情感同情心。玩家提到对网络欺凌，对受害者的同情的评估和事实认知。我们的游戏可以帮助改善青少年在网络欺凌中的认知移情和亲社会感。