Suchergebnisse

Israeli-Jews and Palestinians cannot easily be exposed to contradicting information about "the other" in the intractable Israeli-Palestinian conflict because of the emotionally charged situation and prevailing ethnocentrism. Serious games like PeaceMaker are used as innovative interventions for peace education. Winning PeaceMaker indicates better conflict resolution skills and developing an informative viewpoint regarding the situation, which is required for conflict resolution and peacebuilding. The evaluation of the effectiveness of prosocial games in educating about conflict and peace in the literature is severely lacking. We examine the effects of this computerized simulation of the Israeli–Palestinian conflict on enhancing knowledge about the conflict and "the other" among undergraduate players who are direct parties (i.e., Israeli-Jews and Palestinians) and third parties (i.e., Americans and Cypriots). In addition, we investigate the knowledge gap between direct parties and third parties who won and did not win the game. Using questionnaires, we conducted a quasi-experimental study with 168 undergraduates using a pre- and post-intervention research design. We found that direct parties to the conflict acquired significantly more knowledge about the other side, and third parties acquired significantly more knowledge about the conflict after playing PeaceMaker. In addition, PeaceMaker minimized the knowledge gap after playing the game among direct parties who won the game and those who did not win and increased the knowledge gap between third parties who won the game and those who did not win. Our results suggest that serious games might be effective interventions for peace education, because they appear to enhance knowledge about the conflict, and about "the other" particularly for young people who are direct parties to this divide.

This study describes the design of a serious game for social change ("Fact Finders") that presents intergroup conflicts through historical inquiry and multiperspectivity. A pre-test post-test experimental design examined the game's effect on undergraduates' perceptions of conflicts in history. Participants included 97 Greek Cypriots (direct parties of the conflict) and 79 Slovenians (third parties of the conflict) who interacted with and evaluated the game online. Data sources included a 17-item questionnaire on perceptions of conflicts in history and gameplay learning analytics data. Findings indicated that both groups' perceptions for historical source evaluation and understanding multiperspectivity changed significantly after the game. The game significantly changed perceptions about the constructedness of history and the ability to overcome their country's troubled past only for direct parties of the conflict. The study provides empirical evidence demonstrating the potential value of serious games for affecting young people's perceptions of intractable intergroup conflicts and their desire to overcome troubled pasts.