Simulating REAL LIVES
Simulating REAL LIVES
复制标题
模拟真实生活
DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
Chad Raphael
中科院分区：
文献类型：
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作者：
C. Bachen;Pedro F. Hernández;Chad Raphael
为了应对日益相互依赖的世界，教育工作者对全球公民教育表现出越来越浓厚的兴趣。 “优秀全球公民”的许多定义都将同理心视为跨越国界和文化鸿沟理解他人的一种特别重要的倾向。然而，人们可能很难对那些在心理和地理上被认为疏远的人产生同理心。计算机模拟游戏能否帮助培养全球同理心和对全球公民学习的兴趣？这项准实验性课堂研究对三所学校的 301 名北加州高中生进行了研究，考察了玩 REAL LIVES 的效果，这是一款允许玩家体验世界各地个人生活的模拟游戏。与对照组相比，玩模拟游戏作为课程一部分的学生表现出更多的全球同理心，对了解其他国家也更有兴趣。对真实生活角色的认同也与全球同理心呈正相关。这些发现支持了计算机模拟可以培养全球学习和公民意识的重要倾向的说法。
In response to an increasingly interdependent world, educators are demonstrating a growing interest in educating for global citizenship. Many definitions of the “good global citizen” value empathy as an especially important disposition for understanding others across national borders and cultural divides. Yet it may be difficult for people to achieve empathy with others who are perceived as psychologically and geographically distant. Can computerized simulation games help foster global empathy and interest in global civic learning? This quasiexperimental classroom study of 301 Northern California high school students in three schools examined the effects of playing REAL LIVES, a simulation game that allows players to inhabit the lives of individuals around the world. Compared with a control group, students who played the simulation game as part of their curriculum expressed more global empathy and greater interest in learning about other countries. Identification with REAL LIVES characters was also positively related to global empathy. These findings support claims that computerized simulations can cultivate important dispositions for global learning and citizenship.