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A new study focussing on depression shows how digital games can be used to learn about mental illness / publication in ‘Frontiers in Psychology’
Digital games can contribute to educating people – particularly those who do not suffer from mental illness – about depression, a new study by the media psychologists Dr Marco Rüth, Raoul Bachmayer and Professor Kai Kaspar from the University of Cologne has shown. Digital games can help people to recognize symptoms of depression and to develop empathy for those affected by it. The results of the online study have been published under the title “Learning about depression by watching gaming videos: A case study on the potential of digital games for psychoeducation and destigmatization” in the journal Frontiers in Psychology.
People suffering from depression experience limitations beyond those directly associated with the illness itself. The stigmatization surrounding the disease can also cause additional stress. Conveying knowledge about mental illness (psychoeducation) can help to reduce stigmatization, or to destigmatize it. Different media can help people, particularly those without depression, to become more aware of its symptoms and to better empathize with people who are depressed. Mental illnesses are portrayed in many media, including digital games. However, digital games have so far hardly been used for psychoeducation and destigmatization, even though they can reach many people due to their popularity.
The 117 participants in the study watched excerpts from a digital game on the subject of depression. They then noted which aspects of the digital game had left a lasting impression on them and what effects the digital game has had on them. According to the results of the study, based on 298 responses to a question regarding learning effects of the game, watching gaming videos imparted knowledge about depression and the importance of the personal environment, among other things. A further 307 statements on effects of the game on the participants revealed that negative emotions such as sadness, stress or strain but also empathy were evoked. Based on 284 statements, the study participants further assumed that the game shown might have similar effects on other people. In addition to these effects, there was a high general motivation to learn about depression, as well as a strong conviction that digital games can be an interesting and relevant medium for this purpose.
Finally, with regard to destigmatization, the study shows that gender, knowledge about depression, and motivation to learn about depression all play an important role in people’s thoughts about depression. The stigmatization of others was higher among participants who were male and who had less knowledge and less learning motivation regarding depression.
Overall, this study sheds light on the valuable role that digital games can play in psychoeducation and destigmatization. According to the authors of the study, more research is needed on using and viewing digital games, such as on the type and intensity of engagement with individual aspects such as narratives.
Press and Communications Team:
Robert Hahn
+49 221 470 2396
r.hahn@verw.uni-koeln.de
Press Spokesperson: Dr Elisabeth Hoffmann – e.hoffmann@verw.uni-koeln.de
Dr Marco Rüth
Department of Psychology
marco.rueth@uni-koeln.de
Professor Dr Dr Kai Kaspar
Department of Psychology
kkaspar@uni-koeln.de
http://Further information:
https://doi.org/10.3389/fpsyg.2025.1585571
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Medicine, Psychology, Social studies, Teaching / education
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