Change. How games can help change the world.
Thanks to the work of psychologists, we know that our behavior is shaped by our environment and our past experiences. But how can we possibly change our learned behavioral patterns if we are defined by factors we have so little control over? To do so, we need to enter a state of play which gives us the space to create novel experiences and bypass ingrained routines. And that is just what games do best.
Man only plays when he is in the fullest sense of the word a human being, and he is only fully a human being when he plays ― Friedrich von Schiller.
Games have always been a popular form of entertainment for people of all ages. From classic board games like Chess and Monopoly to modern video games like Fortnite and Minecraft, games have been an integral part of human culture for centuries. Senet is one of the oldest known board games, the forefather of modern backgammon, originated in Egypt around 3200 BC. Play is in the nature of humans. It allows us (and animals) to try out all that is possible. However, games have done more than just provide entertainment to humans for centuries; they can also help people change for the better and overcome their biases.
Play is also present in the simplest to the most complex animals. For mammals it is proven that a large part of cognitive development and the development of motor skills as well as social competence is achieved through play. Take the example of bear cubs, which learn how to fight by play-hunting with each other. This process takes place in the closed safe environment of their inner circle. Amusement is another reason for play frequently observed in nature. Many birds as well as some reptiles, amphibians and even fish have been observed playing. Even ants and crabs occasionally engage in play. A profound example is a crow using a plastic lid to sled down a roof over and over again just for fun.
Play is thus present in all kinds of species, and its perseverance through eons of evolution clearly signals its importance.
What keeps us from changing our behavior?
In order to understand why games can help us change our behavior, let’s first see why and how we react to our environment and what keeps us from changing our established behavioral patterns.
Humans are neither purely rational nor completely instinct-driven beings. Rather, a number of individual personality traits, emotions and motives influence our actions. We are satisfied with this because we have two ways of thinking: the fast, instinctive and emotional system 1, and the slower, reasoned and more logical system 2. System 2 has a limited capacity and is much slower than the fast movement system. Neurologists distinguish between an intuitive and a deliberative mode of thinking. This is known as the dual process theory. Our intuitive or emotional mode (system 1) is incredibly fast and automatic, and we are mostly unaware of these processes. The intuitive brain uses our experiences and a set of heuristics to allow us to evaluate a situation. Our feelings and sensations then give us feedback about the situation — in other words, we get a gut feeling. For the most part, gut feeling is very effective in assessing familiar situations. It is less suitable when confronted by unusual circumstances.
Our deliberative mode, also called conscious mode or system 2, is slow, focused and confident. Most people refer to it as thinking. System 2 allows us to navigate unknown situations and solve complex problems through rational analysis. The two systems can work both independently or in parallel and may or may not come to similar conclusions (Kahneman, 2013). Unfortunately, the deliberative mode is limited in the amount of information it can process at a given time (roughly 5% of the cognitive load). For example, we have difficulty retaining more than seven digits in our short-term memory (Miller, 1956). Thus most thinking is actually based on the emotional mode, resulting in decisions arrived at through instinct and prior learning.
If we dig a bit deeper, emotional markers theory can explain why games are effective in promoting positive change. This theory posits that emotions are like markers that guide our behavior. In other words, when we experience certain emotions, we are more likely to engage in behaviors that are associated with those emotions. For example, if we feel happy, we are more likely to engage in behaviors that promote positive feelings, such as playing a game. A positive experience in turn creates an emotional marker linked to the situation or activity that triggered it, reinforcing patterns of behavior and reaction. (Damasio, 2004) Emotions undoubtedly have an impact on people’s behavior and decisions (Pham, 2007).
Creating positive experiences through play
It is also important to understand the differences between the remembering and experiencing self in the context of games. Experiences are very different from memories. The remembering self is the part of our consciousness that remembers our experiences, while the experiencing self is the part that lives through those experiences. We learn from old experiences made within a certain environment and try to apply them to future events. Games have the ability to create positive experiences that we can remember and draw upon in the future, which can help us overcome our biases and ingrained behavioral patterns.
For example, many people intend to eat healthier or to consume less animal products, but fail to achieve a lasting change. We are constantly learning, and our experiences teach us whether an effort is worth it or not. This is an important part of how we decide what to do in each moment of our lives. While our deliberative mind is able to analyze experiences and understand complex relationships , much of our intuitive response is based on simple associations between events we have experienced in the past. We may, for example, associate a certain perfume with romance or a stormy sky with impending rain. We form these associations throughout our daily lives and they guide our actions. Since our minds try to avoid unnecessary work, they rely on habits as well as other intuitive responses . Another strategy is the use of rules of thumb or heuristics. Heuristics are shortcuts that save our mind effort, but while they work well in most cases, they occasionally lead us astray (Newell and Simon 1972; Kahneman, 2011)
Laying tracks
Learning means laying tracks. Experiences are able to change our brain structure considerably. Whenever we have a new experience, new synapses are formed. These persist for some time even after the experience is over. Thus, if we have a similar experience, the brain notices and stabilizes this connection. Each subsequent time, the brain’s adaptation grows faster and more stable. Therefore, experiences leave a permanent structural trace in the network of the cerebral cortex.
Imagine a park with 35 cm of fresh snow at daybreak. In the evening, there will be pathways left behind by visitors. These pathways will not be random, but will instead reveal certain patterns. The visitors used the paths that had already been traced before and preferred a more roundabout, but well-trodden path over a more direct route still covered in snow.
We can witness a similar process within the brain. In this case, it’s not people that move between synapses, but action potentials. The more often these pass over synapses, the stronger they become, which leads to even more impulses being passed over them. With each new use, the existing path becomes more defined, which in turn makes it a more attractive route to choose. Well-established tracks in our brains are used even if they no longer optimally fit the circumstances. It is easier to learn something new than to relearn (Hofer et al., 2009).
In addition, behavior is shaped by socialization. Socialization is the adaptation to social patterns of thinking and feeling through the internalization of social norms. Socialization gives rise to action references and action orientations (social identity) which individuals refer back to in their social actions. This also results in the tendency of individuals to behave in accordance with prevailing norms, values and value judgements of society. (Berger/Luckmann, 2008). This also means that these issues are already emotionally charged. Behavioral changes are therefore extremely difficult.
Cognitive dissonance is another psychological blocker that games are able to bypass. Cognitive dissonance occurs when our beliefs and behaviors are in conflict. The discrepancy between what our memories tell us and what we feel in that moment leads to discomfort and stress. For this reason, people tend to perpetuate harmful behavior by rationalizing and repeating previous decisions even if they are not in our best interest. Games can help us overcome this by allowing us to engage in behaviors that are consistent with our beliefs, which can reduce the level of cognitive dissonance we experience.
Games are also effective in promoting positive change because they allow us to learn behaviors through play. When we play games, we learn the rules and strategies of the game, which can be applied to other areas of our lives. For example, playing games that require strategic thinking can help us develop better problem-solving skills.
So how do we lay new tracks?
Let’s return to the image of the park covered in snow. If we want to avoid being influenced by previous experiences, we first need to find a way to re-enter the park without perceiving the tracks in the snow, and secondly, to bypass negative somatic markers which might trigger feelings that something is wrong. If we succeed, we create an environment in which positive references can be created and thus the opportunity to fall back on positive markers when we are confronted with a similar situation in the future.
Doctors were 34% more likely to opt for a surgical treatment for cancer when they were presented with the surgery’s survival rate instead of the surgery’s death rate. ― McNeil et al. (1982)
Games can help us create such an environment in several ways. One such way is by enabling us to enter a state of flow. The flow channel theory posits that when we engage in activities that are challenging but not too difficult, we enter a state of flow, where our attention is fully focused on the task at hand. This state of flow can allow us to engage with a game and the behaviors associated with it without relying on our biases. While in a flow state, we are also engaged in a learning process which creates new and positive somatic markers, linking change to positive experiences and memories (Csikszentmihalyi, 2013) .
Another way games create the learning environment is by providing us with a novel frame. The framing effect is the phenomenon that a message’s influence on the recipient’s decision making depends heavily on whether the message is framed positively or negatively. This effect cannot be explained by the theory of rational decision making (Stocke, 2002). Games allow us to confront a subject in the new frame of the magic circle (Huizinga, 1949). To play a game means entering into a magic circle, the space in which the normal rules and reality of the world are suspended and replaced by the artificial reality of the game world. In other words, we don’t experience cognitive dissonance or negative emotions. (Klabbers, 2009) This separation from the real world allows us to experiment with behaviors and ideas that we may not be comfortable with in the real world, which in turn can help us overcome our biases and expand our thinking.
Creating a space for change
In conclusion, games have the potential to help people change for the better and overcome their biases. They create a space apart where we can leave our biases at the doorstep. There, we can approach topics with an open mind. Playing allows us to build new neural connections without the fear of experiencing rejection and to create positive new associations. Through the emotional markers theory, the concept of the remembering and experiencing self, cognitive dissonance, learning behaviors by playing, the flow channel theory, and the magic circle, games can create positive experiences that we can draw upon in the future, reduce cognitive dissonance, promote learning, create a state of flow, and allow us to experiment with new behaviors and ideas. Games are not only a source of entertainment but also a valuable tool for personal growth and development.
Games at dreiplay
dreiplay belongs to dreipol, a digital service provider that has been developing digital products that inspire in cooperation with ambitious companies since 2010. We are aware that games are an important tool for promoting change. We at dreiplay believe that games are created in the area of tension between engagement, entertainment and education. We believe in the power of these 3 e’s: that is where the magic happens. If you want to learn more about games and change, contact us and we’ll be happy to arrange a conversation.
Further reading, talks and links:
- Jane McGonigal: «Reality is Broken: Why Games Make Us Better and How They Can Change the World» (Amazon)
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References
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Csikszentmihalyi, M. (2013). Flow: The Psychology of Happiness. Random House.
Hofer, S. B., Mrsic-Flogel, T. D., Bonhoeffer, T. & Hübener, M. (2009, 15. Januar). Experience leaves a lasting structural trace in cortical circuits. Nature; Nature Portfolio. https://doi.org/10.1038/nature07487
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McNeil, B. J., Pauker, S. G., Sox, H. C. & Tversky, A. (1982, 27. Mai). On the Elicitation of Preferences for Alternative Therapies. The New England Journal of Medicine; Massachusetts Medical Society. https://doi.org/10.1056/nejm198205273062103
Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63(2), 81–97. https://doi.org/10.1037/h0043158
Pham, M. T. (2007, 1. Juni). Emotion and Rationality: A Critical Review and Interpretation of Empirical Evidence. Review of General Psychology; American Psychological Association. https://doi.org/10.1037/1089-2680.11.2.155
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