Shan Shuanghui Sofia, Illingworth Sam
School of Education, Nanchang Vocational University, Anyi, Nanchang 330500, China.
Department of Learning and Teaching Enhancement, Edinburgh Napier University, Edinburgh EH11 4QQ, UK.
Behav Sci (Basel). 2025 Jun 14;15(6):820. doi: 10.3390/bs15060820.
This study investigates the potential of , a non-digital board game, as an innovative tool for fostering empathy among university staff towards international students. International students face multifaceted challenges-linguistic barriers, cultural dissonance, and systemic inequities-yet traditional staff training often fails to cultivate the perspective-taking required for meaningful support. Using a mixed-methods approach, we analysed data from 82 participants across 10 game sessions, including surveys (n = 27), recorded gameplay observations, and semi-structured interviews (n = 6). Thematic analysis explored how role-playing as student avatars and collaborative problem-solving influenced staff empathy. The results demonstrated the game's effectiveness in bridging cultural gaps, with participants reporting a heightened awareness of structural barriers and reduced stereotyping. Notably, the emergent findings suggested a "contrast commitment" effect, where witnessing biassed behaviours reinforced staff's dedication to equitable practices. This study advocates for game-based training as a complement to existing programmes, with future research needed to assess longitudinal impacts. Potential applications include adapting the framework for other marginalised student groups and institutional contexts.
本研究探讨了一款非数字棋盘游戏作为一种创新工具，在培养大学工作人员对国际学生同理心方面的潜力。国际学生面临多方面的挑战——语言障碍、文化冲突和系统性不平等——然而传统的工作人员培训往往未能培养出提供有意义支持所需的换位思考能力。我们采用混合方法，分析了来自10场游戏环节中82名参与者的数据，包括调查问卷（n = 27）、游戏过程记录观察以及半结构化访谈（n = 6）。主题分析探讨了扮演学生化身和协作解决问题如何影响工作人员的同理心。结果表明，该游戏在弥合文化差距方面有效，参与者报告称对结构性障碍的认识有所提高，刻板印象有所减少。值得注意的是，新出现的研究结果表明存在一种“对比承诺”效应，即目睹有偏见的行为会增强工作人员对公平做法的奉献精神。本研究提倡将基于游戏的培训作为现有项目的补充，未来需要进行研究以评估其长期影响。潜在应用包括将该框架应用于其他边缘化学生群体和机构环境。
