Video games and attitude change: A meta-analysis

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL Contemporary Educational Psychology Pub Date : 2023-10-01 DOI:10.1016/j.cedpsych.2023.102225

Lukáš Kolek , Ivan Ropovik , Vít Šisler , Herre van Oostendorp , Cyril Brom

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Abstract

Video games are increasingly portraying many topics that we face in our everyday lives. Yet we have only limited evidence about the way narrative games affect how we think about the topics they depict; in other words, about the link between these games and attitude change. Therefore, we conducted a meta-analysis of video games’ effect on attitudinal change. The findings suggest that narrative video games affect players’ attitudes towards the topics depicted in games. This effect was present in studies focused on changes in both implicit (g = 0.36, k = 18) and explicit attitudes (g = 0.24, k = 101). Longer intervention duration and game mechanics such as stereotyping and meaningful feedback resulted in larger implicit attitude change. Regarding the robustness of the underlying evidence, half of the included studies were judged to be at high risk of bias. On the other hand, the impact of publication bias in this literature was found to be negligible. Altogether, this meta-analysis provides evidence that video games shape how we think about topics they represent.

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电子游戏与态度改变:元分析

电子游戏越来越多地描绘了我们日常生活中面临的许多话题。然而，关于叙事游戏如何影响我们思考它们所描绘的主题，我们只有有限的证据；换句话说，关于这些游戏与态度变化之间的联系。因此，我们对电子游戏对态度变化的影响进行了荟萃分析。研究结果表明，叙事性电子游戏会影响玩家对游戏主题的态度。这种影响存在于关注内隐（g=0.36，k=18）和外显态度（g=0.24，k=101）变化的研究中。更长的干预时间和游戏机制，如刻板印象和有意义的反馈，会导致更大的内隐态度变化。关于基本证据的稳健性，纳入的研究中有一半被判断为具有高偏倚风险。另一方面，在这篇文献中，发表偏见的影响可以忽略不计。总之，这项荟萃分析提供了证据，证明电子游戏塑造了我们对其所代表主题的思考方式。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Contemporary Educational Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

16.50

自引率

3.90%

发文量

期刊介绍： Contemporary Educational Psychology is a scholarly journal that publishes empirical research from various parts of the world. The research aims to substantially advance, extend, or re-envision the ongoing discourse in educational psychology research and practice. To be considered for publication, manuscripts must be well-grounded in a comprehensive theoretical and empirical framework. This framework should raise critical and timely questions that educational psychology currently faces. Additionally, the questions asked should be closely related to the chosen methodological approach, and the authors should provide actionable implications for education research and practice. The journal seeks to publish manuscripts that offer cutting-edge theoretical and methodological perspectives on critical and timely education questions. The journal is abstracted and indexed in various databases, including Contents Pages in Education, Australian Educational Index, Current Contents, EBSCOhost, Education Index, ERA, PsycINFO, Sociology of Education Abstracts, PubMed/Medline, BIOSIS Previews, and others.