Virtual Reality Game Jam as a Character Development Tool in and beyond the Classroom

Eugene Agboifo Ohu; Karen Schrier; Cynthia Uliogho Emami; Morenike Alugo; Esther Babatunde; I. Bodunde; Oluwatomilade Olominu; Deborah Odumbo; Serah Taiwo Adetunji; A. Ogbitse; Jennifer E. Lansford; Princess Anifowose; J. Okonkwo

doi:10.1080/15427609.2025.2524299

Virtual Reality Game Jam as a Character Development Tool in and beyond the Classroom

Eugene Agboifo Ohu
, Karen Schrier
, Cynthia Uliogho Emami
, Morenike Alugo
, Esther Babatunde
, I. Bodunde
, Oluwatomilade Olominu
, Deborah Odumbo
, Serah Taiwo Adetunji
, A. Ogbitse
, Jennifer E. Lansford
, Princess Anifowose
, J. Okonkwo

School of Law

Research output: Contribution to journal › Article › peer-review

Abstract

Game jams are effective for learning. We suggest that because virtual reality (VR) offers more immersive, interactive and realistic experiences, participating in a VR game jam (involving guided conversations about identity as well as developing technology prototypes) would result in greater perspective-taking, and hence higher levels of empathy and compassion. We report on a randomized control, longitudinal study of a VR game jam in three secondary schools in Lagos, Nigeria, designed to teach empathy and compassion in order to reduce ethnic discrimination. Participants experienced an increase in empathy and compassion that persisted up to 6 months post-intervention.

Original language	English
Pages (from-to)	81-103
Number of pages	23
Journal	Research in Human Development
Volume	22
Issue number	1
DOIs	https://doi.org/10.1080/15427609.2025.2524299
Publication status	Published - 2025

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10.1080/15427609.2025.2524299

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title = "Virtual Reality Game Jam as a Character Development Tool in and beyond the Classroom",

abstract = "Game jams are effective for learning. We suggest that because virtual reality (VR) offers more immersive, interactive and realistic experiences, participating in a VR game jam (involving guided conversations about identity as well as developing technology prototypes) would result in greater perspective-taking, and hence higher levels of empathy and compassion. We report on a randomized control, longitudinal study of a VR game jam in three secondary schools in Lagos, Nigeria, designed to teach empathy and compassion in order to reduce ethnic discrimination. Participants experienced an increase in empathy and compassion that persisted up to 6 months post-intervention.",

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doi = "10.1080/15427609.2025.2524299",

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AU - Babatunde, Esther

AU - Bodunde, I.

AU - Olominu, Oluwatomilade

AU - Odumbo, Deborah

AU - Adetunji, Serah Taiwo

AU - Ogbitse, A.

AU - Lansford, Jennifer E.

AU - Anifowose, Princess

AU - Okonkwo, J.

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AB - Game jams are effective for learning. We suggest that because virtual reality (VR) offers more immersive, interactive and realistic experiences, participating in a VR game jam (involving guided conversations about identity as well as developing technology prototypes) would result in greater perspective-taking, and hence higher levels of empathy and compassion. We report on a randomized control, longitudinal study of a VR game jam in three secondary schools in Lagos, Nigeria, designed to teach empathy and compassion in order to reduce ethnic discrimination. Participants experienced an increase in empathy and compassion that persisted up to 6 months post-intervention.

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IS - 1

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Virtual Reality Game Jam as a Character Development Tool in and beyond the Classroom

Abstract

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