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How Serious Games Aid Peace Education and Conflict Resolution

This session will explore how digital games can be used for peace education, and facilitate interpersonal and geopolitical conflict resolution. Drawing from his work for UNESCO, Paul will discuss how digital games are uniquely suited to produce empathy, grant perspective-taking, explore ethical dilemmas and encourage a sense of complicity. These qualities can catalyze changes in individual behaviors and attitudes, and contribute to reductions of intergroup tensions and hostilities. The understanding of how games produce these beneficial qualities are transferable to a variety of social and learning goals. A broad swath of digital games will be used as examples, any of which can be used to enhance endeavors in diverse sectors.

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How Serious Games Aid Peace Education and Conflict Resolution

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  1. CONTACT, EMPATHY & PERSPECTIVE: How Digital Games Can Help Resolve Conflicts and Promote Peace Paul Darvasi @pauldarvasi www.ludiclearning.org

  2. Peace Education 101 The process of acquiring the values, the knowledge and developing the attitudes, skills, and behaviors to live in harmony with oneself, with others, and with the natural environment.

  3. Conflict Resolution 101 Is a way for two or more parties to find a peaceful solution to a disagreement. The disagreement may be personal, financial, political, or emotional.

  4. PEACE: Some Main Ingredients - Intergroup Contact - Perspective-Taking - Empathy - Intercultural Understanding - Complicity

  5. CONTACT

  6. CONTACT

  7. NO CONTACT Aggravates Bias and Prejudice Dehumanizes the Other Diminishes Empathy & Compassion Absolves the self of Complicity Emphasizes Differences

  8. CONTACT Reduces Bias and Prejudice Humanizes Other Occasions Empathy & Compassion Acknowledge Complicity Emphasizes Commonalities

  9. Virtual Peace Education (VPE) - Intergroup contact during active and violent conflict is “impossible to implement” - VPE is the only way to establish intergroup contact - VPE can also help heal wounds and mend rifts post conflict.

  10. Virtual Contact Site

  11. Intergroup Cooperation I got your back DAWG!!! This CAT can play.

  12. EMPATH Y

  13. “Empathy is seeing with the eyes of another, listening with the ears of another, and feeling with the heart of another." - Alfred Adler

  14. Perspective-Taking EMPATHY

  15. Narrative Perspectives

  16. 1st Person

  17. 2nd Person

  18. 3rd Person

  19. Omniscie nt

  20. An Anatomy of Empathy Empathy Cognitive Emotional Parallel Reactive

  21. Case Study #1: Cognitive Empathy

  22. Research with Peacemaker - Turkish and American players changed attitude - Israeli and Palestinian players, not so much - Increases in knowledge through gameplay mitigates the influence of political and religious affiliations on peace process

  23. Case Study #2: Emotional Empathy

  24. Case Study #2: Emotional Empathy in Hush Parallel Empathy Reactive Empathy

  25. Case Study #3: Ethical Dilemmas

  26. This War of Mine is a “saddening and profound experience of war, famine, murder, suicide and failure, bringing the player closer to its victims, which are similar to them, thus having the potential for becoming a counter pedagogy of war” - Elisabeta Toma

  27. Empathy & Ethical Dilemmas

  28. Ethical Awareness: to critically examine and/or change one’s own ethical values; and examine the implication of one’s own behaviour for the lives of others

  29. Case Study #4: Intercultural Understanding

  30. Historically Accurate: No Agency History Historically Inaccurate: Agency

  31. Black Friday: Agency Within a Historically Accurate Context

  32. Digital Game as Documentary

  33. Iranian Culture

  34. Intercultural Understanding Intercultural understanding is a pillar of the peace education process, as it “promotes respect for different cultures and helps students appreciate the diversity of the human community” - Ian Harris

  35. Spectatorship

  36. Interactivity = Complicity

  37. Context - Games don’t stand alone - exist in contexts - Many different interpretations of any text - Players can ignore content to “beat the game”

  38. Context “Priming” prior to play with material promoting empathy leads to higher levels of empathy during play

  39. Context Supplementary material can be used throughout to support learning outcomes.

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