Can Video Games Promote Moral Cognition? Supporting Epistemic Play in <i>Papers, Please</i> through Dialogue

Abstract

Research shows an increasing interest in video game use for educational purposes. However, their use does not always give rise to positive learning, particularly when moral learning is analysed. This result can be explained since video games promote pragmatic goals aimed at success. Therefore, we believe that to facilitate moral learning, it is necessary to promote a moral cognition focus on epistemic goals oriented towards reflection on the actions and events that take place in the game. To identify if epistemic goals can promote moral cognition with a video game, we used Papers, Please. In this game, players take on the role of a customs officer who should face moral dilemmas related to allowing immigrants to cross the border into their country. We analysed the dialogues and decisions made by 12 pairs of students through a category system. The dialogue between players facilitated greater moral activation compared to studies that analysed spontaneous play. In addition, we identified that the game mechanics that promoted moral conflicts between players fostered more moral dialogue. Likewise, when the players empathised with the immigrants, the moral dialogue was more frequent. Therefore, we believe that these characteristics should be considered when designing educational practices using video games to promote moral cognition.

Keywords

• epistemic play
• game-based learning
• higher education
• moral cognition
• scaffolding