Influences of Game Design and Context on Learners' Trying on Moral Identities

Games can invite players to try on moral identities, but players ultimately choose how to respond to this invitation. In this study, I explore how the design of a game and the context it is played in affect whether players tried on a moral identity when completing in-game actions. I interviewed seve...

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Bibliographic Details
Published inThe Journal of experimental education Vol. 89; no. 3; pp. 450 - 467
Main Author Greenhalgh, Spencer P.
Format Journal Article
LanguageEnglish
Published Washington Routledge 03.07.2021
Taylor & Francis Inc
Subjects
Analog games
Career Choice
College Students
Computer & video games
Computer Games
Context
Correlation
Cultural Awareness
Design
Educational software
Ethics
ethics games
Fellowships
French
game-based learning
Games
Goal Orientation
Government (Administrative Body)
identity
Language Teachers
Language Usage
Moral Development
moral education
Moral Values
Second Language Instruction
Second Language Learning
Self Concept
Student Attitudes
Teaching Methods
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Summary:Games can invite players to try on moral identities, but players ultimately choose how to respond to this invitation. In this study, I explore how the design of a game and the context it is played in affect whether players tried on a moral identity when completing in-game actions. I interviewed seven students who had played an ethics game and asked what influenced their perception of the game's ethical significance. After coding interview transcripts using an established framework of design and contextual features related to serious games, I found that environmental constraints, formal constraints, goals, and the game context all influenced whether students tried on moral identities during the game, suggesting a complicated relationship between player identity, game design, and game context.
ISSN:0022-0973
1940-0683
DOI:10.1080/00220973.2020.1712312