The effect of a persuasive social impact game on affective learning and attitude

Abstract

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.