Ruggiero, D (2015) 'The effect of a persuasive social impact game on affective learning and attitude.' Computers in Human Behavior, 45 (April). pp. 213-221. ISSN 0747-5632
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To investigate whether a persuasive social impact game may serve as a way to increase affective learning and attitude towards the homeless, this study examined the effects of persuasive mechanics in a video game designed to put the player in the shoes of an almost-homeless person. Data were collected from 5139 students in 200 middle/high school classes across four states. Classes were assigned to treatment groups based on matching. Two treatment conditions and a control group were employed in the study. All three groups affective learning and attitude scores decreased from the immediate posttest but the game group was significantly different from the control group in a positive direction. Students who played the persuasive social impact game sustained a significantly higher score on the Affective Learning Scale (ALS) and the Attitude Towards Homelessness Inventory (ATHI) after three weeks. Overall, findings suggest that when students play a video game that is designed using persuasive mechanics an affective and attitude change can be measured empirically.
Published online first on 31 December 2014.
|Keywords:||Affective learning; Attitude; Hierarchical liner modeling; Persuasive games|
|Subjects:||H Social Sciences > HM Sociology
H Social Sciences > HT Communities. Classes. Races
H Social Sciences > HV Social pathology. Social and public welfare
L Education > L Education (General)
L Education > LB Theory and practice of education > LB1501 Primary Education
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
|Divisions:||Institute for Education|
|Date Deposited:||15 Jan 2015 12:06|
|Last Modified:||18 Feb 2016 14:26|
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