Computer simulations can help people gain a better understanding of the situation faced by migrants. This is shown by a new study in which 148 teenagers were assigned random migration pathways, with different start and end points. Along the way, they encountered unforeseen events that affected their journey. Experiences from the game led to a partial shift in attitudes towards migration.
The researchers set out to investigate whether it is possible to improve the standard methods currently used in teaching about migration. One common teaching method is for teachers to present international migration statistics. The teaching design tested in the study instead makes it possible to create a more student-activating approach, in which students develop an understanding of migration by experiencing the situation for themselves.
An initial sample of 148 students
The study involved 148 students (aged 14–19) from five Swedish schools. The participants undertook individual and randomised digital journeys as migrants from the Middle East and North Africa to countries of their choice around the world. The simulation involves experiencing the life of a randomly generated character from birth to death in another country, where players have to try both to navigate world events that affect their life situation and to improve their living conditions using the resources they have and acquire.
"We demonstrate that students can develop a deeper understanding of migration by experiencing a simulated migration journey for themselves," says Thomas Nygren, Professor at Uppsala University and one of the authors. "At a time of polarised debate on migration and widespread disinformation, this offers new opportunities to address attitudes in an evidence-based manner. It's like Hans Rosling's models for tackling fact resistance meeting computer games."
Critical thinking and fact-checking
The simulation is based on accurate, research-based data on migration and combines game mechanics with fact-based decision-making scenarios. The gaming experience involves both critical thinking and fact-checking through interactive participation. Before the study, the students' attitudes towards various social issues related to migration were measured. The assessment was repeated after they had carried out the computer simulation. Around 25 per cent of the participants attempted to migrate, but failed to reach their target countries due to financial constraints, limited travel options to other countries, illness or death.
"It's not really surprising that many students were unable to migrate their characters. In reality, migration is often difficult to achieve, particularly from certain parts of the Middle East and North Africa, where many people live in great economic deprivation. You need favourable conditions, such as money and good health," says Markus Al-Afifi, the study's lead author.
An eye-opener for many
During the game, the students therefore had to try to create the conditions that would enable their characters to migrate later in life, which was not always easy depending on the country in which they were born and the resources they were born with.
"This game is likely to be an eye-opener for many students who believe that the opportunity to migrate is wide open to everyone, regardless of their circumstances," says Al-Afifi.
The analysis showed that:
• The pupils exhibited significantly increased social understanding following the simulation
• The outcomes were influenced by the students' prior knowledge, basic attitudes and perceived learning
• No statistically significant change in political understanding could be observed
The study sets out from a scientific theory (intergroup contact theory) which shows that contact between groups can reduce prejudice. When direct contact may not be possible – such as in a classroom setting – a simulation can serve as a structured, educational form of indirect experience. The results were analysed using three different scientific methods (the Wilcoxon signed-rank test, hierarchical regression analysis and interaction analysis).
The results of the study show, among other things, that students:
• Can develop greater empathy and social understanding towards immigrants
• Develop an understanding of immigrants to varying degrees, depending on their prior knowledge of the causes of migration
The computer simulation can also help students to:
• Gain insight into the causes of migration
• Understand how structural conditions influence individual decisions to flee
• Experience agency, uncertainty, risk and limited options from a first-person perspective in the context of migration
"By using structured and fact-based information, this type of simulation can give students a nuanced and data-driven understanding of global migration patterns. Having said that, the results show that political views on immigrants' rights are more stable and do not change so easily as a result of a single intervention of this kind," says Al-Afifi.
