Amplifying Player Experience to Facilitate Prosocial Outcomes in a Narrative-Based Serious Game

Abstract

The rise and development of serious games have shown promise in addressing critical social issues, including school bullying. However, prior work often compares game-based interventions with the conventional non-game approach, failing to generate insights about which game features should be emphasized to create more effective games. To bridge this research gap, in light of video games' advantages for creating immersive experiences that benefit persuasion, we created a narrative-based serious game addressing school bullying and conducted two studies (Study 1, N = 130; Study 2, N = 250) to explore the persuasive effects of two game features, respectively player–avatar similarity and in-game control, on player experience (including player–avatar identification, narrative engagement, and empathy) and prosocial intention. We found mixed results subject to player perspective such that only when players took the bully's perspective did one of the game features - in-game control - successfully create the intended empathy via amplified narrative engagement toward the desirable prosocial intention.