Introduction: Bystanders play an important role in shaping the dynamics of bullying situations. Although digital games have been applied in anti-bullying programs, most prior efforts have emphasized knowledge transmission or behavioral strategies, with limited attention to cultivating individuals' socio-emotional skills such as empathy and resistance to peer pressure, which critically determine real-life bystander intervention.
Purpose: This study conducted a pilot test of a digital game designed to train bystanders' skills in responding to bullying, focusing on socio-emotional skills. In addition, we analyzed in-game data to understand the participants' learning process.
Method: Twenty-five eighth-grade students in Taiwan participated in the study. The game consisted of three chapters focusing on empathy, resistance to peer pressure, and pro-social skills. After gameplay, participants completed a game experience questionnaire to evaluate engagement and learning, and answered open-ended questions about their experiences. In-game logs were used to summarize time and response patterns on tasks across chapters.
Results: Participants demonstrated good knowledge and responses in simulated bullying scenarios, suggesting gains in cognitive and behavioral skills. However, affective aspects such as empathy and resistance to peer pressure remained more challenging, and students spent longer on these parts. Most participants evaluated the game positively, reporting strong engagement and focus.
Conclusions: This preliminary study suggests that digital game is a promising tool for anti-bullying education, particularly for enhancing knowledge and intervention strategies. At the same time, it highlights the challenges of cultivating socio-emotional competencies, which may require more intensive or sustained interventions. Future research should involve larger and more diverse samples, longitudinal evaluations, and integration into school curricula to maximize educational impact.