How Do Presence, Flow, and Identification Affect Players' Empathy and Interest in Learning from a Serious Computer Game?

This study develops and tests an integrated model of how several psychological aspects of serious game play contribute to interest in learning and empathy with people from other cultures. Data are drawn from a study of U.S. college students’ experience of playing one of two roles (an American journalist or Haitian survivor) in Inside the Haiti Earthquake, a simulation game that allows players to experience the aftermath of a recent disaster in a foreign land. Our results suggest that serious game designers should prioritize inducing empathy and immersive presence in players, giving secondary attention to designing for flow and character identification. To overcome barriers to empathy, educators should supplement games that challenge students to play characters from distant cultures and social backgrounds with additional lesson planning and instructional materials.