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Researchers at University of Wisconsin are "developing two kinds of games. One is to cultivate attention and the other to cultivate empathy, kindness, and pro-social behavior."

Abstract: "We present a case study in the design of an educational video game about collecting, curating, and museum operations. A five-step cyclic design thinking framework was used by the studio during the design and development of the game, and the team was simultaneously the subject of a rigorous and detailed ethnographic study. Three stages of the game's design evolution are presented through the lens of the design thinking framework. The team's practice-based research is tri- angulated with our empirical data to produce four key findings: (a) that empathy for learning context is critical in aligning designs with learning objectives; (b) that meeting with stakeholders spurs empathy-building; (c) that there is a tension between horizontal and vertical slicing that is revealed by design thinking processes; and (d) that iterative design processes challenge conventions of higher education."

Abstract: :In this paper, I draw on an embodied cognition approach todescribe how sound mediates our identification with andempathy for video game characters. This identification isdiscussed in terms of mirror neurons and body schema, drawingon theoretical and empirical research to explore ways in whichidentity is created from our embodied interaction with sound. Iconclude by suggesting ways in which sound designers andcomposers can use this information to create more empathy andidentification between players and their game characters."