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Experiencing poverty in an online simulation: Effects on players’ beliefs, attitudes and behaviors about poverty
Abstract and Figures
Digital simulations are increasingly used to educate about the causes and effects of poverty, and inspire action to alleviate it. Drawing on research about attributions of poverty, subjective well-being, and relative income, this experimental study assesses the effects of an online poverty simulation (entitled Spent) on participants’ beliefs, attitudes, and actions. Results show that, compared with a control group, Spent players donated marginally more money to a charity serving the poor and expressed higher support for policies benefitting the poor, but were less likely to take immediate political action by signing an online petition to support a higher minimum wage. Spent players also expressed greater subjective well-being than the control group, but this was not associated with increased policy support or donations. Spent players who experienced greater presence (perceived realism of the simulation) had higher levels of empathy, which contributed to attributing poverty to structural causes and support for anti-poverty policies. We draw conclusions for theory about the psychological experience of playing online poverty simulations, and for how they could be designed to stimulate charity and support for anti-poverty policies.
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... On one hand, moral conviction could affect emotional reactions when considering economic inequalities and targets of inequality, which in turn should predict redistribution support (emotion amplifier pathway). Previous research has evidenced the relevance of moral outrage (Wakslak et al., 2007) and empathy (Hernández-Ramos et al., 2019) in support for redistributive policies; we therefore assessed moral outrage (i.e. anger felt towards a moral violation, Study 2) and empathic concern towards poor and wealthy individuals (exploratory and confirmatory attempt in Studies 2 and 3, respectively) as potential mediators. ...
... Previous studies have shown that structural attribution of poverty (i.e. attributing poverty to systemic issues that are beyond individuals' actions) is linked to support for several redistribution policies such as minimum wage increases, sick days and food stamps (Hernández-Ramos et al., 2019). To better contextualize the present research and findings in the literature on support for redistributive policies, we appraised the role of causal attribution regarding both low-and high-income individuals (i.e. ...
... Focusing on our 'emotional amplifiers' pathway, we assessed the role of moral outrage through a series of mediation models. To do so, we used SPSS macro PROCESS, model 4 (Hayes, 2018), calculating indirect effects through a percentile bootstrapping procedure with 10,000 resamples. We input moral conviction as main predictor, age as covariate, moral outrage as mediator and support for redistribution and public spending as dependent variables (8 models). ...
Individuals may support economic redistribution because of practical considerations, but also because they perceive it as morally necessary according to their personal ethical beliefs. Across three studies, we investigated whether attitudes towards reducing economic inequality can be experienced with moral conviction (i.e. perceived as rooted in one's core beliefs about right and wrong) and motivate support for redistributive government policies. In Study 1 (N = 138), reducing economic inequality moral conviction scores were comparable to other highly moralized topics (e.g. euthanasia) and higher than lowly moralized topics (e.g. tattoos). In Study 2 (N = 325) and Study 3 (N = 271), the moral conviction for reducing economic inequality positively predicted support for several redistributive government policies. Additionally, while empathic concern (Study 2 and 3) provided mixed results, structural causal attributions (Study 3) mediated this effect. Therefore, our findings highlight the importance of personal moral significance in understanding what motivates support for redistributive policies.
... On one hand, moral conviction could affect emotional reactions when considering economic inequalities and targets of inequality, which in turn should predict redistribution support (emotion amplifier pathway). Previous research has evidenced the relevance of moral outrage (Wakslak et al., 2007) and empathy (Hernández-Ramos et al., 2019) in support for redistributive policies; we therefore assessed moral outrage (i.e. anger felt towards a moral violation, Study 2) and empathic concern towards poor and wealthy individuals (exploratory and confirmatory attempt in Studies 2 and 3, respectively) as potential mediators. ...
... Previous studies have shown that structural attribution of poverty (i.e. attributing poverty to systemic issues that are beyond individuals' actions) is linked to support for several redistribution policies such as minimum wage increases, sick days and food stamps (Hernández-Ramos et al., 2019). To better contextualize the present research and findings in the literature on support for redistributive policies, we appraised the role of causal attribution regarding both low-and high-income individuals (i.e. ...
... Focusing on our 'emotional amplifiers' pathway, we assessed the role of moral outrage through a series of mediation models. To do so, we used SPSS macro PROCESS, model 4 (Hayes, 2018), calculating indirect effects through a percentile bootstrapping procedure with 10,000 resamples. We input moral conviction as main predictor, age as covariate, moral outrage as mediator and support for redistribution and public spending as dependent variables (8 models). ...
While public health crises such as the coronavirus pandemic transcend national borders, practical efforts to combat them are often instantiated at the national level. Thus, national group identities may play key roles in shaping compliance with and support for preventative measures (e.g., hygiene and lockdowns). Using data from 25,159 participants across representative samples from 21 nations, we investigated how different modalities of ingroup identification (attachment and glorification) are linked with reactions to the coronavirus pandemic (compliance and support for lockdown restrictions). We also examined the extent to which the associations of attachment and glorification with responses to the coronavirus pandemic are mediated through trust in information about the coronavirus pandemic from scientific and government sources. Multilevel models suggested that attachment, but not glorification, was associated with increased trust in science and compliance with federal COVID-19 guidelines. However, while both attachment and glorification were associated with trust in government and support for lockdown restrictions, glorification was more strongly associated with trust in government information than attachment. These results suggest that both attachment and glorification can be useful for promoting public health, although glorification's role, while potentially stronger, is restricted to pathways through trust in government information.
... [11,12] Poverty simulations have demonstrated improved participant attitudes toward poverty in many fields, including pharmacy, nursing, social work, physical therapy, criminal justice, and education. [13][14][15][16][17] The asynchronous online poverty simulation SPENT has demonstrated improved attitudes toward poverty, [18][19][20][21] but no reports have been located that also evaluated SPENT as an interprofessional activity. In a pooled analysis of poverty simulations, Taylor [22] found that participants reported increased self-efficacy and intentions related to interprofessional collaboration pre-to post-simulation. ...
Introduction: Interprofessional poverty simulations can improve attitudes toward poverty and attitudes toward interprofessional collaboration. This study evaluated an immersive synchronous online poverty simulation.Methods: A mixed-method study was conducted to compare the outcomes of onsite and online interprofessional poverty simulations. The simulations were carried out at a private university in the US 6 times onsite between 2017 and 2019, and 4 times online between 2020 and 2021. The quantitative portion utilized two pre- and post-test questionnaires: the Attitudes Toward Poverty Short Form and the University of West England Interprofessional Questionnaire, which evaluate attitudes towards poverty and interprofessional collaboration respectively. Additionally, qualitative interviews of selected students were conducted 2-4 weeks after the simulations. Quantitative data were analyzed using paired t-tests for individual results, and independent samples t-tests to compare onsite with online pre-post changes. Qualitative data were evaluated using thematic analysis by faculty members from three disciplines.Results: The research indicates that both online and onsite poverty simulations can improve student attitudes toward both poverty and interprofessional collaboration. Results for 196 online participants were compared to 325 onsite participants. Both online and onsite groups showed significant improvements in attitudes toward poverty and interprofessional collaboration (p < .05). The quantitative effect size was smaller for online than onsite, but the difference was less in 2021, the second year of the online simulation, likely due to improved implementation techniques. The qualitative data suggested a less intense emotional response for online participants compared to onsite. Overall results suggest that there is a learning curve in offering an effective online poverty simulation, but that online poverty simulations do significantly influence attitudes toward poverty and interprofessional collaboration.Recommendation: In the article, lessons learned are shared. Online simulations can effectively change attitudes toward poverty, and allow many students to participate who otherwise might not be able to, but the magnitude of the impact for our population was not as great online as onsite. It is recommended that schools of nursing and faculty of other healthcare professions consider the pros and cons of incorporating interprofessional poverty simulations in their curricula.
... For example, participants who took part in embodiment VR focused on the experience of being a child refugee experienced higher rates of empathy development when compared with the control group (Schutte & Stilinović, 2017). VR participants showed higher levels of empathy and pro-social behavior (e.g., monetary donations for people experiencing poverty; Hernández-Ramos et al., 2019). Participation in VR embodiment interventions increased empathy toward people with schizophrenia as well as family members' understanding of physical and mental health disorders (Kalyanaraman et al., 2010;Wiederhold, 2020). ...
... However, a critical objective in the higher education arena is to ensure that students are exposed not only to theoretical frameworks but also to real-world situations where they can gain experience in applying their knowledge. A teaching methodology that aligns with this educational goal is the use of digital simulations that replicate realworld situations in a more immersive and interactive approach (Hernández-Ramos et al. 2019;Vlachopoulos and Makri 2017). ...
The aim of the study is to investigate the impact of embedding the computer-based 'Parent, Family, and Community Engagement Simulation Series' within teacher education curricula in higher education institutions in the US and in Spain. A quantitative survey design was used to explore student teachers' perceptions of the simulation experience. The sample consisted of 95 undergraduate education students from Chicago State University (US) and Universidad Rey Juan Carlos (Spain). Participants attended a session where they played a 21-34-minute simulation, and after-wards completed an online questionnaire. As a result of the study, it was found that the simulation helps students learn strategies to promote family engagement and deepen their knowledge to promote positive, goal-oriented relationships with families. Based on the results, it can be asserted that the simulation also supports student teachers' in-depth learning when practicing active listening skills and relationship-building strategies. ARTICLE HISTORY
... Presence is a separate subjective psychological experience that is often studied as a product of an immersive experience. Several studies have shown that presence is a crucial mediator that explains the effects of immersive media on empathy and prosocial attitudes and behavior (Ahn et al., 2013;Hernández-Ramos et al., 2019). While definitions of presence differ among scholars and have been used inconsistently in research (Biocca, 1997;Lombard and Ditton, 1997;Lee, 2004;Heeter, 1992), we adopt Lee's (2004) definition of presence, which refers to presence as "a psychological state in which the virtuality of experience is unnoticed" (p. ...
Immersive media are often lauded for their ability to induce empathy and encourage prosocial behavior, yet the theoretical mechanisms underlying why immersion may lead to such effects remain underexplored. Guided by the Construal Level Theory (CLT), we propose two separate mediation routes to explain the relationship between immersion and prosocial behavior: place illusion route and self-plausibility route. An experiment with three immersion conditions (high immersion: immersive virtual reality; moderate immersion: 360-degree video in headset; and low immersion: 360-degree video on desktop) was conducted among university undergraduates (N = 244) to investigate the effects of immersion on presence, psychological distance, empathy, and intention to donate and volunteer. Results found support for the place illusion route, where the relationship between immersion and intention to volunteer and donate were serially mediated via physical presence, spatial distance, and empathy. Although the self-plausibility route was not supported, self-presence was positively correlated with empathy and intention to volunteer and donate. Our findings highlight the effectiveness of CLT in explaining the relationship between immersion and prosocial behavior, offering a novel approach to understanding the psychological effects of immersive media and their societal implications.
... Similar to some aspects of our topic, persistent poverty is a systemic problem, but one that is attributed to individuals in the public perception and is associated with prejudice and the stigmatisation of those affected. The game SPENT's evaluation (Hernández-Ramos et al, 2019) shows that there can be unintended learning effects, although the design reproduces many systemic features. However, the player has the chance to "win" the game, which can reduce empathy with the "losers" in the game and in real life. ...
This article discusses the advantages and limitations of systems mapping as a method of approaching serious game design on the highly complex social issue of Intimate Partner Violence (IPV) in an interdisciplinary team. The method of systems mapping has been evaluated for the research and design phase of a yet unfinished game. It has been shown to be useful as a tool for research, design and interdisciplinary collaboration. Systems mapping does not provide new knowledge in the respective research area nor does it offer direct solutions to difficult design problems, but it supports the process and makes it more structured and substantial.
With the ubiquity of technology in the modern life, contact between different social groups via different digital means is an everyday reality. Can such a digital intergroup contact reduce prejudice, or does it exacerbate it? In this study, we summarize the present evidence on the links between intergroup digital contact and prejudice in a variety of intergroup contexts. We meta-analyzed experimental and correlational evidence from 88 independent samples (n = 9,385). Digital intergroup contact showed a small but significant effect consistent with prejudice reduction (g = 0.25). Direct digital contact showed larger effect than indirect forms of contact, and contact via computer-mediated communication showed larger effects than contact achieved via other activities such as interacting with nonplayable characters or embodiment. The effects were similar regardless of the type of out-group targeted by prejudice. Overall, meta-analytical results suggest that digital intergroup contact may reduce prejudice.
This chapter investigates six case studies of digital games and how they support (or limit) moral perspective-taking and creative expression. We analyzed Red Dead Redemption 2, Animal Crossing: New Horizons, Life is Strange 2, Miitopia, Spiritfarer, and Minecraft. Based on the analysis, five different elements or themes emerged, which may help us to further understand the relationship among moral perspective-taking, creativity, and games.
A step-by-step guide to conducting a thematic analysis within the context of learning and teaching.
There has been explosive growth in the analysis of subjective well‐being in Economics over the past 40 years. This article reviews some of this growth, and suggests a number of domains in which future research may proceed.
The focus of higher education institutions is the preparation of future professionals. To achieve this aim, innovative teaching methods are often deployed, including games and simulations, which form the subject of this paper. As the field of digital games and simulations is ever maturing, this paper attempts to systematically review the literature relevant to games and simulation pedagogy in higher education. Two researchers collaborate to apply a qualitative method, coding and synthesizing the results using multiple criteria. The main objective is to study the impact of games and simulations with regard to achieving specific learning objectives. On balance, results indicate that games and/or simulations have a positive impact on learning goals. The researchers identify three learning outcomes when integrating games into the learning process: cognitive, behavioural, and affective. As a final step, the authors consolidate evidence for the benefit of academics and practitioners in higher education interested in the efficient use of games and simulations for pedagogical purposes. Such evidence also provides potential options and pathways for future research.
Keywords
Game-based learning Digital games Simulations Pedagogical use Higher education Learning outcomes Cognitive goals Behavioural goals Affective goals
Many Americans hold erroneous beliefs regarding the level of inequality in the United States and the efforts by the federal government to alleviate poverty. In general, they overestimate the extent of poverty relief undertaken by government. Given that poverty relief programs are a public good and likely underprovided, overestimation of the level of income redistribution is likely to exacerbate this under-provision by reducing giving to private charities. This paper considers if this misperception affects giving to poverty-relief charities. We report a real-donation experiment investigating links between contributions to poverty-relief charities and perceptions of federal transfers to low income households. We also ask participants to self-identify political affiliation, religiosity, race, and gender. We find that donations to our poverty relief charities are inversely related to the perceived transfers made to the poorest quintile. Donations are approximately 1000 of perceived transfers. Interestingly, we find little correlation between giving and political beliefs.
Social empathy, the ability to understand people from different socioeconomic classes and racial/ethnic backgrounds, with insight into the context of institutionalized inequalities and disparities, can inspire positive societal change and promote social well-being. The value of teaching social empathy and creating interventions that promote social empathy is enhanced by the ability to measure and assess it. This article provides a validation of the Social Empathy Index, a tool that practitioners can easily use to assess individuals’ levels of interpersonal and social empathy. An exploratory factor analysis was used to validate the instrument and confirm the conceptual model for social empathy.
Motivated by the desire to explain how Americans perceive and evaluate inequality and related programs and policies, the authors conducted a national survey of beliefs about social and economic inequality in America. Here they present the results of their research on the structure, determinants, and certain political and personal consequences of these beliefs. The presentations serve two major goals; to describe and explain the central features of Americans' images of inequality. Beliefs About Inequality begins with a focus on people's perceptions of the most basic elements of inequality: the availability of opportunity in society, the causes of economic achievements, and the benefits and costs of equality and inequality. The book's analysis of the public's beliefs on these key issues is based on fundamental theories of social psychology and lays the groundwork for understanding how Americans evaluate inequality-related policies. The authors discuss the ultimate determinants of beliefs and the implications of their findings for social policies related to inequality. They propose that attitudes toward economic inequality and related policy are influenced by three major aspects of the current American social, economic, and political environment: a stable "dominant ideology" about economic inequality; individuals' social and economic status; and specific beliefs and attitudes, often reflecting "social liberalism" shaped by recent political debates and events. © 1986 by James R. Kluegel and Eliot R. Smith. All rights reserved.
Background and purpose
Pharmacy students will interact with patients who struggle to receive the health care they need. Since attitudes can influence behavior, exposure to these struggles may positively improve patient care. This study evaluates a group of student responses to two different interventions approximately 9 months apart. The primary objectives of this study were to: (1) identify if SPENT, an online game, could alone improve students’ attitudes towards those living in poverty, (2) determine if changes imparted by SPENT were retained for nine months, and (3) identify if CAPS, a live simulation, has an additional benefit.
Educational activity and setting
Student participants completed both the SPENT online game and the CAPS simulation. Students were asked to complete the Undergraduate Perceptions of Poverty Tracking Survey (UPPTS) before and after each simulation
Findings
Ninety-nine first year and second year professional phase pharmacy students completed both interventions and all surveys. The average pre-survey and post survey “scores” for the SPENT game were 133.52 and 135.54, a statistically significant improvement (p=0.046). When comparing the SPENT post “score” and the pre-survey score of CAPS (136.45) there was no significant difference (p=0.423). The average pre-survey and post survey “scores” for CAPS were 136.45 and 139.18, a statistically significant improvement (p=0.001). An analysis of the overall change showed a statistically significant improvement of 5.6667 (p<0.001).
Discussion
Both the online SPENT game and CAPS live simulation interventions had positive effects on the students’ empathy towards people living in poverty.
In this chapter, we propose a conceptual framework in which we integrate the literature on attribution and intergroup helping behaviour. We discuss how conceptions of internal, external and fatalistic attributions of poverty relate to helping behaviours. The importance of looking for possible mediators to help untangle the association between attributions and behaviour is emphasised. Based on this idea, we examined different approaches to the link among attributions, emotions and intergroup helping behaviour. We suggest that, social responsibility and empathy can be mediators that contribute to our understanding of the process by which attributions have an impact on intergroup helping. To support our conceptual framework, we present preliminary analyses of a study conducted in Chile in the context of helping the poor through monetary, material and temporal donations. Results showed that the relation between external attributions and intergroup helping was partially mediated by social responsibility and empathy, whereas the link between fatalistic attributions and intergroup helping was partially mediated by empathy. Theoretical and practical implications for social cohesion are discussed.
