Prosocial games for inclusion: interaction patterns and game outcomes for elementary-aged children

Abstract

There is good evidence that children’s prosocial skills are positively associated with health, well-being, and academic outcomes. Games-based approaches have demonstrated strong potential for teaching prosocial skills in both digital and non-digital formats. However, much of this research focuses on middle-childhood and adolescence and is based on self-reports from teachers, children, and parents. This paper reports on the pilot evaluation of a digital co-operative game (The Chase), which is based on a ‘shared goal’ interaction pattern such that children have to co-operate in order to be successful in the game. 49 children from Italy and 22 children from the UK, aged 7-10 years participated, playing the game twice in small groups during the course of a day. Children’s moves during gameplay were assessed using logging data, and their interactions with each other represented using a graphical social network analysis. Usability feedback was also obtained from some children and pedagogical possibilities explored with teachers. Findings show that even within a very short period children shifted towards a more co-operative mode of play. The social network analysis revealed the dynamics of these interactions while playing the game. Children enjoyed the game and were highly motivated by it, and teachers were very enthusiastic about the possibilities for embedding the game in their curriculum. These findings provide an encouraging basis for extending the range of digital prosocial games available for elementary-aged children and evaluating these as pedagogical tools for facilitating prosocial behaviours.

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Identifiers

ORCID for Sarah Parsons: orcid.org/0000-0002-2542-4745

ORCID for Michael Boniface: orcid.org/0000-0002-9281-6095

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