Empathy in Action: Chulalongkorn University Students' Reflections on RealLives and the SDG 1 - No Poverty Experience

Introduction

This report highlights the reflections of students from Chulalongkorn University who participated in a RealLives SDG 1 'No Poverty' workshop. The workshop enabled students to experience life simulations in a poverty challenged country, Burundi, and provided them with a deeper understanding of global poverty issues through an interactive and empathetic learning approach. Below are the themes and insights derived from their feedback.

1. Empathy and Understanding Poverty

Many students expressed that the RealLives simulation helped them grasp the emotional and social aspects of poverty in ways traditional learning methods hadn't. By simulating lives in underprivileged areas, students could step into someone else's shoes and better understand the hardships associated with global poverty.

Example student reflections: ?

“I liked the idea of RealLives that encourages people to simulate living a life of others who are across the globe.” ?

“It makes me hurt that people the same age or younger are forced to choose undesirable choices like theft, marrying, stillborn children, and health problems.”

“By looking into some countries without opportunities and resources, we can reflect on ourselves more."

2. Engagement and Enjoyment

The gamified nature of RealLives was a big hit, as students loved how fun and interactive the learning experience was. The game provided a refreshing and engaging approach to learning about global issues, allowing students to connect with the material on a personal level.

Example student reflections: ?

“I liked the game so much. It was like playing the SIM.” ?

“When I played the game RealLives, it was very fun. The game allows us to create the story of each character ourselves.”

“The integration of real-time data with AI was very engaging and enjoyable.”

3. Learning Through RealLife Data

Students repeatedly mentioned how the use of reallife data made the game feel authentic and credible. The use of realtime statistics and AIdriven scenarios allowed them to see the realworld impact of poverty and helped bring abstract concepts to life.

Example student reflections: ?

“The game was so realistic, it was like living a different life path with reallife data integrated into the game.” ?

“I like the creativity in generating those realistic scenarios and showing the hardships of people who are underprivileged.” ?

“The use of realtime data from different countries is impressive, and it helped me understand the struggles on a global scale.”

4. Desire for More Time and Exploration

Many students felt that they barely scratched the surface of what the game had to offer, expressing a desire for more time to dive deeper into the simulations. They wished for extended sessions to better explore different life paths and reflect more on their decisions.

Example student reflections: ?

“I wish we would have more time to explore the game because it has more detail than I expected.”

“I wish we could have explored the SDGs in more detail and played more lives.”

5. Technical and Instructional Improvements

While most students enjoyed the game, some found the initial setup and instructions confusing, which affected their experience. Clearer instructions and smoother technical support could enhance the overall engagement and learning experience.

Example student reflections: ?

“I wish I was introduced us about what to do before playing the game as I somehow got lost at the beginning.”

“It took me a long time to start the game because of an issue with my account, which was frustrating.”

6. Impact of RealLives on Personal Reflection

Playing RealLives led many students to reflect on their own lives and privileges. The simulation helped them recognize the stark contrast between their comfortable lives and the daily struggles faced by people in underprivileged regions.

Example student reflections: ?

“It made me reflect on how fortunate I am, compared to those forced to make difficult choices just to survive.”

“I could reconsider that I am in a very blessed environment.”

7. Interactive and Collaborative Learning

The collaborative and interactive nature of the workshop was appreciated, with students expressing interest in engaging in more discussions and reflections with their peers and guest speakers. The shared learning environment contributed significantly to their understanding of the material.

Example student reflections: ?

“I liked that we got to hear interesting stories from other students, it was quite fun listening to them.”

Conclusion

The RealLives SDG 1 workshop at Chulalongkorn University was a resounding success, with students gaining a deeper understanding of poverty through an engaging, interactive simulation. The experience fostered empathy, encouraged reflection, and helped students recognize the importance of global citizenship and awareness of social inequalities. While students expressed a desire for more time and further exploration, their reflections highlight the transformative potential of gamified learning environments in fostering empathy and critical thinking.

Between the Lines: A Deeper Look into Students' Reactions

The student feedback reveals deeper emotions and reflections, which go beyond their surface level comments:

1. A Shift from Curiosity to Urgency

While students began the session with curiosity, their reactions show a growing sense of urgency and responsibility toward addressing poverty and inequality. Playing through the lens of someone from a disadvantaged country like Burundi made global issues personal for them. It was no longer an abstract concept, but a lived experience, albeit virtual. The phrase “It makes me hurt” and similar comments indicate a personal connection with the hardships faced by the characters.

2. Guilt and Privilege

Students' reflections on their personal privileges after the game reveal subtle feelings of guilt. Many realized the stark contrast between their lives and the lives of those in poverty, leading them to reconsider their circumstances. Comments like 'I am in a very blessed environment' suggest that students were grappling with the inequities in life, acknowledging their good fortune while empathizing with those less fortunate. The game helped them understand the concept of privilege in a nonconfrontational but thought provoking way, pushing them to think critically about their own lives compared to the simulated ones.

3. More Time, More Lives, More Chances to Survive!

The game fostered significant engagement and made students curious to explore more deeply. Students were often left wanting more – more time, more lives to simulate, and more chances to survive. This reflects the immersive nature of the game, where students felt truly connected to their characters and their stories but were limited by external constraints. 'I wish we could have explored more lives,'.

4. Empathy as a Tool for Change

Beyond empathy, students expressed a growing understanding that their newfound perspective could be a powerful tool for change. They began to see empathy not just as an emotion but as a call to action. The RealLives workshop helped students recognize their potential role as changemakers, whether through deeper understanding or advocacy. The repeated emphasis on the game making them 'rethink' their approach suggests that the game fostered critical thinking, with students seeing how the SDGrelated issues could translate into their real world responsibilities.

Changemaker Potential

From the students' reflections, it is evident that the RealLives SDG 1 workshop has sparked a deeper understanding and awareness of global poverty. More than just empathy, the students exhibited a 'changemaker' potential by recognizing their privilege and expressing a desire to act in the real world. This shows that experiential learning, combined with real-world data and reflective engagement, is a powerful tool in nurturing the next generation of global citizens.