The field of serious digital learning game titles that aim to develop players' empathy with their cognitive competencies has made great strides in the past decade. Today, exclusive simulations and video games for communal change have much to offer the field of education. Even though the advantages of these offerings remain making themselves obvious, an increasing number of teachers are trying to stay on the front-end. Many instructors are tinkering with new ways to connect with students through the same technologies that occupy time of young people's free time. Teachers are significantly considering whether and how digital video games and simulations might contribute to civic proposal and action. If gambling and virtual simulations are so appealing to young people, how can we better harness these varieties of entertainment to foster mental intellect and empathy so that students can exhibit a far more caring and energetic respond to relevant social issues? How can computerized simulation video games help foster global empathy and interest in global civic learning/action? How might simulations help learners to empathize and identify with the lives of global Others? They are just a few questions that contribute to school room learning in significant ways.
Before taking into consideration the value of video gaming and electronic simulations in relation to empathy, it is important to identify why empathy should be trained in schools. Inside our period of globalization, there is a growing need to educate for global citizenship, especially as people throughout the world become more plus more connected. A true global citizen values empathy and the ability to understand other people across edges and social divides. As an important factor of being individual, empathy is often thought as an emotional state that includes "feeling in oneself the thoughts of others. Empathy is growing as a particularly significant disposition for global citizenship since it allows us to perceive the world through others' perspectives, go through the emotions of others, and communicate and act with techniques that consider others' views and needs" (Bachen et al. , 2012, p. 438). As adults, we come to see ourselves not only as citizens of our neighborhood, country, or ethno-cultural group, but also as global people willing and able to empathize with other peoples and their situations in other places in the world. While students can simply find out about the plight of disadvantaged individuals surrounding the world, adding empathy to the training experience helps them preserve and relate with this knowledge in a more profound way: "emotion plays a number of important tasks in pondering and learning. First, whenever we are control information, we store it more deeply and integrate with our preceding knowledge better when that new information has an emotional charge for all of us, whenever we feel something reaches stake or issues" (Gee, 2008, p. 35). Furthermore, in the same way empathy may be used to increase knowledge of various global issues, a lot more students are asked to investigate and relate to global issues through the sight of the Other, the deeper their empathic response becomes. Because of this, empathy is a key component of sociable justice education.
If a primary goal of cultural justice education is to cultivate a responsibility to do this, then we cannot truly teach sociable justice without empathy. Social justice education is based on a need to recognize and change structural inequalities and disparities worldwide. A good way to teach this is to provide students with opportunities never to only gain contextual knowledge but likewise have experiences that create empathic insights into the lives of individuals who are oppressed. Segal (2011) thinks that "when there's a shared meaning of the empathic insights into discrimination, injustice, or inequality, folks are better able and much more willing to do this that promotes public justice" (p. 268). Therefore, the capability to experience empathy through a genuine contextual zoom lens deepens our knowledge of the contemporary society we are in and compels us to feel a public responsibility that can lead to communal justice. Segal (2011) expresses that "exposing children to other people who are different from themselves gives them an possibility to practice affect posting or mirroring and home/other-awareness while at the same time enhancing their awareness and knowledge of different public conditions" (p. 274). This consciousness, in conjunction with empathy, can result in a larger desire to do this for communal change.