Serious games have emerged as a promising new form of education and training. Even though the benefits of serious games for education are undisputed, there is still a further need for research on the efficacy of such games. The main goal of our research is to examine the effectiveness of a serious moral game—uFin: The Challenge—that was designed to promote moral sensitivity in business, a precondition of ethical decision-making and behavior and a core moral competency of moral intelligence. A second goal is to examine the role of metacognitive prompting and prosocial nudging in influencing learning effectiveness. Participants (N = 345) took part in an experimental game-based intervention study and completed a pre- and post-test questionnaire assessing moral sensitivity. The analyses of both questionnaire and game data suggest that merely playing this game is effective in promoting moral sensitivity. Neither self-reflection nor exposure to prosocial nudges, however, were determined to be factors that improve learning effectiveness. In contrast, those interventions even decreased the learning outcome in some cases. Overall, findings demonstrate the potential for game-based learning in the moral domain. An important avenue for future research is to examine others ways of increasing the effectiveness of the game.

严肃游戏已经成为一种很有前途的教育培训新形式。尽管严肃游戏对教育的好处是无可争议的，但仍然需要进一步研究此类游戏的功效。我们研究的主要目标是检验严肃的道德游戏——uFin：挑战——的有效性，该游戏旨在促进商业中的道德敏感性、道德决策和行为的先决条件以及道德智慧的核心道德能力。第二个目标是检查元认知提示和亲社会推动在影响学习效果方面的作用。参与者 ( N = 345) 参加了一项基于游戏的实验性干预研究，并完成了评估道德敏感性的前测和后测问卷。对问卷和游戏数据的分析表明，仅仅玩这个游戏就可以有效提高道德敏感性。然而，自我反思和亲社会推动都不是提高学习效率的因素。相比之下，在某些情况下，这些干预甚至会降低学习成果。总体而言，研究结果证明了在道德领域进行基于游戏的学习的潜力。未来研究的一个重要途径是检查提高游戏有效性的其他方法。