Computerized simulations of the Israeli-Palestinian conflict, knowledge acquisition and attitude change

This paper presents two cross-cultural experimental studies comparing the effects of PeaceMaker (PM) and Global Conflicts (GC) on knowledge acquisition and attitude change regarding the Israeli-Palestinian conflict. PM and GC are roleplaying computerized simulations of this conflict, but there are a few key differences between them which may impact their learning outcomes. First, GC provides a more personal and human perspective on the conflict than PM. Second, GC is a more immersive game environment than PM. Finally, PM is an interactive and multimodal game environment compared to GC. 248 undergraduate students from Turkey, Israel, Palestine and the US participated in the two studies. They were required to fill in questionnaires measuring knowledge on the Israeli-Palestinian situation and attitudes regarding the conflict before and after playing the game. Results suggested that participants playing PM acquired more knowledge about the conflict than those playing GC. Second, participants playing GC became more impartial toward the Gaza operation in 2012, unlike those playing PM. Finally, participants playing GC became more impartial regarding long lasting historical issues in the conflict (i.e., Jerusalem, settlements, refugees, water, borders and security), unlike those playing PM. The results show that computerized simulations are useful as part of peace education training, but the game characteristics may be crucial in determining whether the players gain the perspective of both sides or not.