Can Video Games Promote Moral Cognition? Supporting Epistemic Play in Papers, Please through Dialogue
Abstract
:1. Introduction
1.1. Levels of Moral Cognition Explicitness through Dialogue and How It Is Promoted in Papers, Please
1.2. How to Analyse Decisions Made in Papers, Please
- To analyse the level of explicitness of the dialogues’ moral cognition through the moral intuitions and moral reflections promoted during the game and whether this moral cognition differs in the four selected cases.
- To analyse which game features appear more frequently when more moral cognition is activated and how these differ between the four selected cases.
- To analyse the potential of dialogue to promote decision making based on epistemic goals and how these decisions differ in the four selected cases.
2. Materials and Methods
2.1. Task and Procedure
2.2. Data Analysis
3. Results
3.1. The Explicitness of the Moral Cognition in the Four Cases of the Game
Student 1: —This one is pitiful… I mean, her husband has come in, and she hasn’t… and, they’re going to kill her for sure.(pair 1)
Student 1:—Yes, I’m sure his documentation is fine. That’s the question, to let him pass or not because of the woman. We don’t let him pass, do we? […]. I mean about the whorehouse; he gives himself away.(pair 2)
Student 1: —So, what do we do? I would let her come in […].
Student 2: —Let’s see, at the level of your job, if it were machine learning, I wouldn’t let her come in […]. So that’s why there must be people. Eh… you don’t argue what you would do and why.
Student 1: —So, I mean, what we have is a reprimand if […] Sure, for a reprimand, I would take a gamble […] We don’t know what the reprimand is, maybe it’s a dismissal, you know, and your family will go hungry. […] Look, these three are coming, and if you mess up, they’ll take you out of here. We’re taking too long and that’s already suspicious. And her husband came in.
Student 2: —Yes, on top of that, we have granted it to him, so it means in a way that it is like there is no irregularity of her being a criminal.(pair 3)
3.2. Game Features That Are Highlighted in the Four Game Cases
Student 1:—Is there no way to say “Hey, if you try to go somewhere else, look, I don’t have a choice”? […] Do you have to choose legality or a person’s life?(pair 4)
Student 1: —Oh, this man is here […] This is the one who comes to prostitute.
Student 2: —What an asshole!
Student 1: —You still have to check it out. Well, well. We have to check it but come on… He’s got the right documentation but you’ll see what this Dari is like […].
Student 2: —Aha. Oh, Dari Ludum, bye-bye [Detect discrepancy and arrest].(pair 5)
Student 1:—Don’t let me take the blame. If she is innocent and we deny her entry, she will die.
Student 2: —I just feel so sorry for her.(pair 5)
Student 1: —You think so? Even though we didn’t let others in. Because [they] didn’t tell us their situation.
Student 2: —Yeah, but she was…
Student 1: —She is pitiful.
Student 2: —I mean, her husband came in, and she didn’t..,. and they’re going to kill her for sure.(pair 6)
Student 1 —It’s Vince.
Student 2 —Ah, it’s the bad guy.(pair 5)
3.3. Decision Making in the Four Game Cases
Student 1: —He needs to be taken into custody.
Student 2: —But how do you take him into custody? […].
Student 1: —Give him the work permit. And what do we do? I just don’t want to let him pass. Fuck, but I wanted to arrest him….(pair 7)
Student 1: —No but get out of there. Go to the rules. See, no weapons or contraband.
Student 2: —Yeah, arrest.
Student 1: —Arrest.(pair 8)
Student 1: —It expires tomorrow… Oh no, a year is missing. Well… I think I’m going to let her pass, fuck the cops….(pair 9)
Student 1:—Yes, they’re going to reprimand us. But if we don’t let her pass, they will kill her.
Student 2: —I’m not responsible for that. Fuck… well, do what you want.
Student 1: —It’s a shame… But work is work….(pair 10)
4. Discussion and Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
Appendix A
Day | Dialogue | |
---|---|---|
Murderer | Day 5 | [In the newspaper/narrative of the day the headline appears: Murderer wanted for murdering his partner.] [Murderer arrives at the sentry box.] Customs officer:—Your papers, please, what is the reason for your trip? Murderer: —I’m just passing through. Customs officer:— Duration of your stay? Murderer: —I plan to stay for a couple of weeks. [If you do not identify him/her with the bulletin, he/she does not say anything. If you do, the following dialogue appears.] Customs officer: —Are you a murderer? Murderer: —Shit. Hey, I didn’t kill her. I was framed. Don’t buy Republia’s lies. Let me through. Customs officer decides: Allow the entry (without sanction) -> At the end of the game day the next day’s newspaper includes the following headline: Murderer seen in Arstotzka. Not allow the entry (with sanction) -> At the end of the game day the next day’s newspaper includes the following headline: Murderer arrested in Kolechia. Arrest (without sanction) -> At the end of the game day the next day’s newspaper carries the following headline: Murderer arrested in Grestin. |
Refugee | Day 5 | [A man from Antegria arrives at the sentry box with everything in order.] Customs officer: —Your papers, please, what is the reason for your trip? Antegria man: —Today is a wonderful day, my friend, I am finally free from the tyranny of Antegria! Customs officer decides: Allow the entry (without sanction). Not allow the entry (with sanction, it would be a mistake). [In case of allowing the entry.] Antegria man: —Thank you very much. Please be kind to my wife. She’s just the next person. [Woman arrives] Customs officer: —Your papers, please. Refugee: —The gentleman who passed by before was my husband. He passed by, didn’t he? [You are asked for an entry permit, which you do not handover.] Customs officer: —Where is your entry permit? Refugee:—Please have mercy. They didn’t want o to give me a permit. I have no choice. If I go back to Antegria, they will kill me. Customs officer decides: Allow the entry (you receive an Antegria medal and sanction): Thank you. We will never forget you. Not allow the entry (without sanction): Why? You have sentenced me to death. |
Pimp | Day 6 | [A woman arrives at the checkpoint with everything in order.] Customs officer: —Your papers, please, what is the reason for your trip? Woman: —I want to work here. Customs officer: —Duration of your stay? Woman: —I plan to stay for half a year. Excuse me. [Handing over a card for a night club.] Customs officer decides: Allow the entry (without sanction). Not allow the entry (with sanction, it would be a mistake). [In case of allowing the entry.] Customs officer: —Behave yourself. Woman: —Please, help me. [He hands over a note that reads: A man called Pimp has promised a good job in Arstotzka to my sister and me. I’m afraid. What if he takes our passports and forces us into prostitution? Please help me. He’s in the queue.] [Management of the passports of four immigrants and the Pimp appears.] Pimp: —Hey buddy come see me and I’ll give you my best girl [hands over the same card.] Customs officer decides: Allow the entry (without sanction) -> At the end of the game day the next day’s newspaper includes the following headline: Dancers murdered in a club in Grestin. Not allow the entry (with sanction) -> At the end of the game day the next day’s newspaper carries the following headline: Dancers murdered in a club in Grestin. Arrest (without sanction) -> At the end of the day’s play, the next day’s newspaper carries the following headline: White slavery ring busted. [If discrepancy detected.] Customs officer:—Are you Dari Ludum? Pimp: —Sure, that’s what it says in the passport. [If you arrest.] Pimp: —Wait a minute, what is this shit? Give me back my papers. |
Smuggler | Day 7 | [A man arrives from Kolechia, a country from which its members are scanned.] Customs officer:—Your papers, please, what is the reason for your trip? Smuggler: I want to visit some friends. Customs officer: —Duration of your stay? Smuggler: —I will be here for 90 days. [In the case of scanning detects something on his leg.] Customs officer: —We have zero tolerance for smuggling. Smuggler: —I don’t know anything. Slow down, my friend. I’m just bringing some harmless medicine. I’ll give you 10 credits if you let me pass. Customs officer decides: Allow the entry (with sanction and get 10 credits). Not allow the entry (without sanction). Arrest (without sanction). [If you arrest.] Customs officer: —You cannot bribe a servant of Arstotzka. Smuggler: —They must pay you a lot of money to be so faithful, dog. |
Categories of Analysis | Definitions | ||||
---|---|---|---|---|---|
Level of moral cognition | Moral intuition | Assessment of moral event as good or bad or associated emotion. | |||
Moral reasoning | Moral reflection implies moral justification or moral reasoning about a moral judgement/event. Moral reflection implies that there has been prior activation of a moral intuition, which may or may not have been made explicit. | ||||
Game features | Moral foundations | Care/Harm | Care/Harm | Sensitivity to suffering and need. | |
Fairness/Cheating | It makes us despise cruelty and want to care for those who suffer. | ||||
Fairness/Cheating | Loyalty/Betrayal | Sensitivity to facts that show differences between various groups and individuals. | |||
Authority/Subversion | It makes us despise cheaters. | ||||
Loyalty/Betrayal | Sanctity/Degradation | Sensitivity and protection towards people who are part of the group with the same interests and objectives. | |||
Care/Harm | It makes us despise those who are a threat to our group. | ||||
Authority/Subversion | Fairness/Cheating | Sensitivity to rank or status. | |||
Loyalty/Betrayal | Lets us know if someone is behaving following their status. | ||||
Sanctity/Degradation | Authority/Subversion | Religious symbols, aspects that cleanse the soul… In general, what purifies. | |||
Sanctity/Degradation | Sensitivity to what may be harmful to the body or soul. | ||||
Emotions | Positive | Fun | Lively entertainment. | ||
Satisfaction | Well-being or pleasure when a desire is fulfilled or a need is met. | ||||
Sympathy | Affectionate inclination for someone. | ||||
Negative | Despair | Mood disturbance due to anger and impotence. | |||
Doubt | Hesitation and indecision. | ||||
Sadness | Heaviness and painful discomfort. | ||||
Repentance | Regret and guilt for an action done. | ||||
Fear | Dread. | ||||
Empathy | Affective | Emotional empathy involves an affective reaction that is triggered by the other person’s feelings. It occurs mainly face to face, involuntarily and unconsciously, as an automatic transfer of emotions. | |||
Cognitive | Cognitive empathy refers to the experience of intentionally taking another person’s point of view. It requires more cognitive effort. | ||||
Social system | Social system involved | Family | Mention of the family’s core interactions. | ||
Estate | Mention of the state/nation figure. | ||||
Immigrant | Threat | The migrant population is referred to as people who reduce security and equality in their country of destination. | |||
Victim | The migrant population is referred to as people who suffer discrimination, rights violations and situations of economic inequality. | ||||
Indefinite | No comments are made to identify the perception of the immigrant. | ||||
Relationship between systems | Conflict | When reference is made to there being a moral dilemma. The conflict can be between different values (deciding to help migrants despite not complying with the rules), the same value (deciding whether to be loyal to the government or the Ezic). | |||
Transfer | This refers to some event in the game that can be extrapolated to a real-life situation. | ||||
Actions in the game | Decision | Action | Allow the entry | It is decided to allow the immigrant entry. | |
Not allow the entry | It is decided to not allow the immigrant entry. | ||||
Arrest | It is decided to arrest a character. | ||||
Type | Pragmatic | A decision is made that favours success in the game. If a decision involves a moral argument, but this does not conflict with the rules of the game, that is, it can be pragmatic, the decision will be considered moral. | |||
Moral | A decision based on the player’s morale is made even if it does not favour success in the game. If a decision involves a moral argument but this does not conflict with the rules of the game, that is, it can be pragmatic, the decision will be considered moral. | ||||
Intention | Action | Allow the entry | It is intended to allow the immigrant entry. | ||
Not allow the entry | It is intended to not allow the immigrant entry. | ||||
Arrest | It is intended to arrest a character. | ||||
Type | Pragmatic | The intention is to make a decision that is conducive to success in the game. | |||
Moral | The intention is to make a decision based on the player’s morale even if it is not conducive to success in the game. |
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Variable | Categorical Variables | Continuous Variables | ||
---|---|---|---|---|
Name | Categories | Frequency | M | SD |
Gender | Males | 7 | - | - |
Females | 16 | - | - | |
Frequency of video game use in daily life | Never | 11 | - | - |
Several days a month | 9 | - | - | |
Several days a week | 3 | - | - | |
Every day | 1 | - | - | |
Expertise using video games | Very little expert | 9 | - | - |
Little expert | 7 | - | - | |
something expert | 7 | - | - | |
Quite expert | 1 | - | - | |
Age | - | 20.63 | 3.66 | |
Level of autoritarism (1)–libertarisim (10) | - | 7.33 | 1.31 | |
Level of right ideology (1)–left ideology (10) | - | 7.29 | 2.07 | |
Level of individual thinking (1)–collectivist thinking (10) | - | 6.25 | 1.87 | |
Level of globalist thinking (1)–nationalist thinking (10) | - | 4.75 | 1.94 |
Summary of the case | |
Murderer Vince Lestrade |
|
The Antegria refugee |
|
The pimp Dari Ludum |
|
Smuggler Shaddy Safadi |
|
Dimensions | Categories of Analysis | |
---|---|---|
Fixed themes | Murderer | Murder |
Refugee | Murder | |
Pimp | Human Trafficking | |
Smuggler | Smuggling/Bribery/Discrimination/Invasion of privacy | |
Conflicting fundamentals | Murderer | Care/Harm; Authority/Subversion |
Refugee | Care/Harm; Authority | |
Pimp | Sanctity/Degradation; Authority/Subversion | |
Smuggler | Care/Harm; Sanctity/Degradation; Fairness/Cheating; Authority/Subversion | |
Relationship between the decision and its typology | Murderer | Enter—Pragmatic; Do not enter—Moral; Arrest—Moral/Pragmatic |
Refugee | Enter—Moral; Do not enter—Pragmatic | |
Pimp | Enter—Pragmatic; Do not enter—Moral; Arrest—Moral/Pragmatic | |
Smuggler | Enter—Moral; Do not enter—Pragmatic; Arrest—Pragmatic | |
Interaction with the victim | Murderer | No (his partner) |
Refugee | Yes (the refugee herself) | |
Pimp | Yes, but you talk to the prostitute girls before you talk to the pimp | |
Smuggler | No (whoever requires the medicines)/Yes (himself) |
Categories of Analysis | ||||
---|---|---|---|---|
Level of moral cognition | Moral intuition | |||
Moral reasoning | ||||
Game features | Moral foundations | Care/Harm | ||
Fairness/Cheating | ||||
Loyalty/Betrayal | ||||
Authority/Subversion | ||||
Sanctity/Degradation | ||||
Emotions | Positive | Fun | ||
Satisfaction | ||||
Sympathy | ||||
Negatives | Despair | |||
Doubt | ||||
Sadness | ||||
Repentance | ||||
Fear | ||||
Empathy | Emotional | |||
Cognitive | ||||
Social system | Social system involved | Family | ||
State | ||||
Immigrants | Threat | |||
Victim | ||||
Indefinite | ||||
Relationship between systems | Conflict | |||
Transfer | ||||
Actions in the game | Decision | Action | Allow the entry | |
Not allow the entry | ||||
Arrest | ||||
Type | Pragmatics | |||
Moral | ||||
Intention | Action | Allow the entry | ||
Not allow the entry | ||||
Arrest | ||||
Type | Pragmatics | |||
Moral |
Murderer | Refugee | Pimp | Smuggler | |
---|---|---|---|---|
Explicit moral intuitions | 5 (41.7%) | 9 (75%) **S(+) | 6 (50%) | 1 (8.3%) **R(-) |
Implicit and explicit moral intuitions | 6 (50.0%) *P (-) | 11 (91.7%) **S(+) | 12 (100.0%) ***S; *M(+) | 1 (8.3%) ***P; **R(-) |
Moral reflection | 1 (8.3%) *R(-) | 7 (58.3%) *M.S(+) | 4 (33.3%) | 0 (0%) *R(-) |
Cases with High Moral Cognition | Cases with Little Moral Cognition | |||||
---|---|---|---|---|---|---|
Refugee | Pimp | Murderer | Smuggler | |||
Conflict | 11 (91.7%) ***M; **S(+) | 5 (41.7%) | 0 (0%) ***R(-) | 1 (8.3%) **R(-) | ||
Moral foundations | Care/Harm | 11 (91.7%) **P.S(+) | 1 (8.3%) **R(-) | 6 (50.0%) | 2 (16.7%) **R(-) | |
Fairness/Cheating | 3 (25.0%) | 1 (8.3%) | 2 (16.7%) | 1 (8.3%) | ||
Loyalty/Betrayal | 0 (0%) | 0 (0%) | 0 (0%) | 1 (8.3%) | ||
Authority/Subversion | 10 (83.3%) **M.S; *P(+) | 2 (16.7%) *R(-) | 1 (8.3%) **R(-) | 2 (16.7%) **R(-) | ||
Sanctity/Degradation | 0 (0%) **P(-) | 9 (75.0%) **R.M(+) | 0 (0%) **P(-) | 3 (25.0%) | ||
Emotions | Positive emotions | 5 (41.7%) | 5 (41.7%) | 5 (41.7%) | 4 (33.3%) | |
Negative emotions | 11 (91.7%) **M.S(+) | 6 (50.0%) | 5 (41.7%) **R(-) | 3 (25.0%) **R(-) | ||
Empathy | Affective empathy | 8 (66.7%) *P.M.S(+) | 0 (0%) *M(-) | 0 (0%) *R(-) | 0 (0%) *R (-) | |
Cognitive empathy | 1 (8.3%) | 0 (0%) | 0 (0%) | 0 (0%) | ||
Social system | State | 4 (33.3%) | 1 (8.3%) | 1 (8.3%) | 1 (8.3%) | |
Family | 1 (8.3%) | 1 (8.3%) | 0 (0%) | 0 (0%) | ||
Immigrants | Threat | 2 (16.7%) **M(-) | 9 (75.0%) | 10 (83.3%) **R(+) | 5 (41.7%) | |
Victim | 10 (83.3%) **P.M.S(+) | 0 (0%) **R(-) | 0 (0%) **R(-) | 1 (8.3%) **R(-) | ||
Indefinite | 3 (25.0%) | 3 (25.0%) | 2 (16.7%) | 6 (50.0%) | ||
Transfer | 2 (16.7%) | 1 (8.3%) | 0 (0%) | 0 (0%) |
Cases with High Moral Cognition | Cases with Little Moral Cognition | ||||
---|---|---|---|---|---|
Refugee | Pimp | Murderer | Smuggler | ||
Morality of action | Moral intention | 10 (83.3%) **S(+) | 11 (91.7%) **S(+) | 10 (83.3%) **S(+) | 1 (8.3%) **PRM (-) |
Pragmatic intent | 10 (83.3%) *PM(+) | 3 (25.0%) *R; **S(-) | 3 (25.0%) *R; **S(-) | 12 (100.0%) **PM(+) | |
Moral decision | 5 (41.7%) | 9 (75.0%) **S(+) | 10 (83.3%) **S(+) | 0 (0%) **PS | |
Pragmatic decision | 7 (58.3%) | 3 (25.0%) **S(-) | 2 (16.7%) **S(-) | 12 (100.0%) **PM (+) | |
Type of action 1 | Intention to allow the pass | 10 (83.3%) (M) | 3 (25.0%) (P) | 2 (16.7%) (P) | 2 (16.7%) (M) |
Intention to not allow the pass | 10 (83.3%) (P) | 4 (33.3%) (M) | 2 (16.7%) (M) | 1 (8.3%) (P) | |
Intention to arrest | 0 (0%) | 11 (91.7%) (MP) | 10 (83.3%) (MP) | 10 (83.3%) (P) | |
Decision to allow the pass | 5 (41.7%) (M) | 3 (25.0%) | 2 (16.7%) | 1 (8.3%) | |
Decision to not allow pass | 7 (58.3%) | 3 (25.0%) | 0 (0%) | 1 (8.3%) | |
Decision to arrest | 0 (0%) | 6 (50.0%) | 10 (83.3%) | 11 (91.7%) |
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Cabellos, B.; Pozo, J.-I. Can Video Games Promote Moral Cognition? Supporting Epistemic Play in Papers, Please through Dialogue. Educ. Sci. 2023, 13, 929. https://doi.org/10.3390/educsci13090929
Cabellos B, Pozo J-I. Can Video Games Promote Moral Cognition? Supporting Epistemic Play in Papers, Please through Dialogue. Education Sciences. 2023; 13(9):929. https://doi.org/10.3390/educsci13090929
Chicago/Turabian StyleCabellos, Beatriz, and Juan-Ignacio Pozo. 2023. "Can Video Games Promote Moral Cognition? Supporting Epistemic Play in Papers, Please through Dialogue" Education Sciences 13, no. 9: 929. https://doi.org/10.3390/educsci13090929
APA StyleCabellos, B., & Pozo, J. -I. (2023). Can Video Games Promote Moral Cognition? Supporting Epistemic Play in Papers, Please through Dialogue. Education Sciences, 13(9), 929. https://doi.org/10.3390/educsci13090929