Scaffolding Reflection in Games for Eudaimonic Well-being

Abstract

Digital games are deeply meaningful experiences for many teenagers and young adults, but our understanding of how playing a game can lead to tangible effects on lives is lacking. My research investigates eudaimonic gaming experiences (EGEs) and what we can learn from them to support adolescent flourishing. In Study 1, a mixed-methods survey established that EGEs produce tangible effects across players’ worldviews, learning, health, social circles, and careers. However, these effects were reported 5–10 years after the original experience, making it difficult to understand how they evolved. Study 2 introduces SAVEstate, a procedure for capturing player reflection across both in-session and longitudinal timescales. Together, these studies present implications for how we design and support meaningful gaming experiences for adolescents.