Political Perspective Taking Measure

Engaged citizenship requires understanding why different ideologies lead to different policy positions. However, we know little about political perspective taking. How might we use games to teach citizens political perspective taking? This paper describes a design research project to develop a cognitive game for political perspective taking. Study 1 describes a political perspective taking measure created through expert and novice task analysis. Study 2 surveyed 187 undergraduate students and found relatively poor political perspective taking ability. Study 3 tests an educational game for political perspective taking and found that the game was engaging but did not promote learning. Study 4 describes a technical exploration testing the feasibility of a cognitive game with intelligent tutoring for scaffolding complex reasoning on political perspectives. This work argues games can teach political perspective taking using: (a) moral foundations theory, (b) fantasy environments that ask players to predict policy positions, and (c) embedded intelligent tutors.

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Political Agenda

International Journal of Gaming and Computer-Mediated Simulations ◽

10.4018/ijgcms.2017070102 ◽

2017 ◽

Vol 9 (3) ◽

pp. 41-66

Author(s):

Matthew W. Easterday ◽

Yanna Krupnikov ◽

Colin Fitzpatrick ◽

Salwa Barhumi ◽

Alexis Hope

Keyword(s):

Undergraduate Students ◽

Perspective Taking ◽

Design Research ◽

Educational Game ◽

Political Agenda ◽

Moral Foundations ◽

Moral Foundations Theory ◽

Policy Positions ◽

Political Perspective ◽

Complex Reasoning

Engaged citizenship requires understanding why different ideologies lead to different policy positions. However, we know little about political perspective taking. How might we use games to teach citizens political perspective taking? This paper describes a design research project to develop a cognitive game for political perspective taking. Study 1 describes a political perspective taking measure created through expert and novice task analysis. Study 2 surveyed 187 undergraduate students and found relatively poor political perspective taking ability. Study 3 tests an educational game for political perspective taking and found that the game was engaging but did not promote learning. Study 4 describes a technical exploration testing the feasibility of a cognitive game with intelligent tutoring for scaffolding complex reasoning on political perspectives. This work argues games can teach political perspective taking using: (a) moral foundations theory, (b) fantasy environments that ask players to predict policy positions, and (c) embedded intelligent tutors.

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Why do people believe in a zero-sum economy?

Behavioral and Brain Sciences ◽

10.1017/s0140525x18000389 ◽

2018 ◽

Vol 41 ◽

Cited By ~ 1

Author(s):

Samuel G. B. Johnson

Keyword(s):

Perspective Taking ◽

Evolutionary Model ◽

Everyday Experience ◽

Coalitional Psychology ◽

The Face ◽

Zero Sum

AbstractZero-sum thinking and aversion to trade pervade our society, yet fly in the face of everyday experience and the consensus of economists. Boyer & Petersen's (B&P's) evolutionary model invokes coalitional psychology to explain these puzzling intuitions. I raise several empirical challenges to this explanation, proposing two alternative mechanisms – intuitive mercantilism (assigning value to money rather than goods) and errors in perspective-taking.

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Does It Matter How I Say It?

Journal of Personnel Psychology ◽

10.1027/1866-5888/a000125 ◽

2015 ◽

Vol 14 (2) ◽

pp. 104-108 ◽

Cited By ~ 4

Author(s):

Dan S. Chiaburu ◽

Ann Chunyan Peng ◽

Linn Van Dyne

Keyword(s):

Perspective Taking ◽

Joint Effect ◽

Overall Performance ◽

Low Levels

We conducted an experiment to examine the effect of how subordinates present ideas (constructive vs. complaining form) on supervisor (receiver) responses (perceptions of subordinate intrusiveness and of overall performance). We demonstrated a joint effect of subordinate idea presentation (manipulated) and supervisor dogmatism (measured) such that supervisors with high levels of dogmatism rated subordinates who presented voice constructively as more intrusive and lower in performance than those with low dogmatism. Supervisor perspective taking mediated these relationships. Our findings highlight the importance of presenting ideas in a constructive form to receivers with low levels of dogmatism.

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