Video games can be used to counter extremist ideologies by highlighting the dangers of hate speech and promoting tolerance and understanding. This can be done through educational games and by incorporating messages of inclusivity and diversity into the gameplay and storyline. Holocaust education through video games make people to learn about the events of the Holocaust more interactively and engagingly. It allows players to experience the stories of individuals who lived through the Holocaust, better understand its impact on the world and make connections to present-day political events, and understand what democracy is and why it is crucial to protect it.
By Anita Tusor*
Luc Bernard’s The Light in the Darkness is a narrative-driven, educational game about the Holocaust written by a survivor of the 1942 Vel’ d’Hiv’ Roundup. It tells the story of a working-class immigrant family of Polish Jews in Vichy France during World War II from before the occupation up until the Vel’ d’Hiv’ Roundup. The game conveys the painful, tragic, real-life stories of Jews in vivid detail and helps to keep them alive in the hearts and minds of generations to come by teaching their stories in ways that will help others learn and help humanity avoid repeating its worst mistakes. Directed by Bernard, The Light in the Darkness can not only educate future generations but also inspire game developers to create video games about one of the darkest periods in human history.
The player experiences every step the government took to oppress Jews in France from different characters’ points of view and sees how NPCs (side characters) react differently towards the player before and during the occupation. The gameplay is a mix of adventure games without any choices affecting the story. This artistic decision is to simulate the lack of control that Jews experienced during the Holocaust and to remain faithful to the truth.
Although this free-to-play game is still in early access, and an educational mode will be only available at full launch for use in classrooms, if someone would prefer to watch the story instead of playing it, Luc Bernard has provided a full playthrough on his Youtube channel.
With the recent rise in antisemitism and people forgetting that the Holocaust was not that long ago, the game highlights the importance of collective historical memory of mass tragedies and shows what hate can lead to. Since our Never Again Initiative’s goal is to establish a dialogue between past and present by investing in tools that raise our collective historical consciousness, the present report discusses video games as well as other tools like the Neuberger Holocaust Education Centre’s projects and Dr Alexis Lerner’s Jews by the Number course and her work with Liberation75.
This report aims to demonstrate how video games such as The Light in the Darkness can effectively raise awareness of historical events and promote the preservation of historical memory. The semi-structured interviews conducted for this purpose had the following key themes: (1) youth radicalisation and its platforms, (2) contemporary antisemitism, (3) online hate and gaming, (4) historical memory of the Holocaust; and asked crucial questions as (1) how we can learn from the dynamics of past conflicts which are casting light on threats to democracy today, and (2) what tools do we have to educate the youth about the Holocaust and to counter online hate.
As part of the The Collective Memory Through Online Games (COMTOG) Project’s goal to bring together different but complementary voices of the field, four individuals were interviewed about the game, The Light in the Darkness and its adjacent subject matters. Luc Bernard is the Co-Founder & Executive Director for Voices of the Forgotten and the director, creative and art director of the game, The Light in the Darkness. Étienne Quintal and Daniel Collen are researchers from the Sarah and Chaim Neuberger Holocaust Education Centre, who are responsible for the Online Hate Research and Education Project (OHREP) and Hatepedia project of the Centre. Finally, Dr Alexis M. Lerner is an Assistant Professor of Political Science at the US Naval Academy who has surveyed North American youth about the Holocaust and antisemitism.
Gaming and the Holocaust
Over 15 years, Luc Bernard has developed an original idea to create a video game that would teach the history of the Holocaust to a new generation who cannot listen to the testimonies of a decreasing number of survivors. Knowing the story of his maternal grandmother, who looked after a kindertransport child, he had detailed knowledge of the atrocities of the Holocaust. He also had a growing concern that the impact of the Holocaust was being progressively minimised and education about it increasingly ignored. Therefore the objective of his video game is to get the audience curious to learn about the Holocaust again and to remember those who are forever lost. The Light in the Darkness can be considered an educational and remembrance project targeting mainly teenagers and anyone who would like to play it.
WWII games are often criticised for being solely created for entertainment purposes and not being accurate. The representation of war and the way most games glorify conflict while neglecting the victims’ perspective, especially first-person shooter games, is commonly criticised and has been mentioned by all four interviewees. Alternatively, some games avoid the mention or existence of tragedies that came from historical conflict. In this way, these games contribute to misshaping and misconstruing the collective memory of the period.
Bernard’s game does not shy away from the subject matter and shows the player all the steps leading up to the deportation of French Jews. It starts with the failed Évian Conference, which addressed the problem of the high number of Jewish refugees who wished to flee the Third Reich and ends with the Vel’ d’Hiv’ Roundup, when the ‘unwanted’ refugees of France (foreign Jewish families) were mass arrested and later deported by the French police in a joint operation between German and collaborating French administrators. Not many know today that it was not the Nazis who rounded up the Jews (including 4000 children) in Paris but the French Vichy-government.
Regarding the artistic direction of the game, the director elaborates that animated film is viewed as the best format to tell stories and has a worldwide appeal, as studios like Pixar have proved it. Bernard has decided to go with the French comic book style since France has already published comic books on the Holocaust, confirming that animation/comics are able to transfer serious subjects. “If it were too realistic, it would discourage certain audiences, but animation has a more general allure and can convey emotions very well.” At the same time, the game shows real-life footage, photos and survivor’s testimonies to bring back some of the ‘realisticness’ of the subject, making it all the more powerful.
Accuracy and realism were key for this game. One interesting choice made by Bernard is that the game intentionally does not contain choice-based mechanics to simulate a “lack of control” feeling to emulate the powerless experience during the Holocaust. Instead, the game is more about the story and witnessing these dark times through the eyes of the family to humanise the victims and show the kind and heroic actions of those around them. In the game, you play as multiple characters, and you get to experience hatred and antisemitism (even as a child); you are fully immersed. There are a couple of choices, but the story won’t change “as everything was a bit of luck,” as explained by Bernard.
The music adapts well to the mood of the game and follows its narrative but carefully retains overly emotional tones to make the right impact. At the round-up scene, we can hear a dark-toned version of the French national anthem ‘La Marseillaise’ which represents how the government has betrayed its own citizens by deporting them and sending them to their death; a small detail which can make a great impact on the audience.
In the interview, Bernard states, “In a way, every country is responsible for the Holocaust who refused to help and accept refugees, including the United States” (the United States Holocaust Memorial Museum, n.d.). The European population went along with the Holocaust. “This is left out of history; you don’t see it in movies or games. In the US and France, people think they did well during WWII.” Although the French government has apologised, and French cinema, in general, tackled the subject with respect, the far-right still does not admit the responsibility of Vichy France in the Holocaust (Sayer, 2018; Mcdonell, 2017). This affects Holocaust survivors on a financial level, too, as they cannot claim compensation and live in poor socioeconomic conditions. Furthermore, there is a danger that Holocaust education might change if the far-right comes to power in France.
“When you study the Holocaust, you cannot be anti-refugees.”
The project’s intention has changed over time as rising antisemitism and white supremacy in the US has gained public attention. Educating people about the damage hatred can do becomes one of the focus points. Luc Bernard was determined to show where racism can lead us.
He warns that (1) Holocaust distortion is more dangerous than denial as it’s more accepted, even amplified through the use of digital tools, and (2) when there are no more survivors left, it’s likely going to be a turning point in the rise of Holocaust denial – something which we are already experiencing. In fact, in the US, Holocaust denial is “constitutionally protected free speech” because of the First Amendment, and there is no law against it or criminalisation of the promotion of Nazi ideology or any form of hate speech (Germain, 2022). Therefore recent years’ statistics showing a growing number of young people having distorted or deficient views of the Holocaust is not surprising (Claims Conference, 2020;Pew Research Center, 2020). To address this problem, Bernard proposes to be at more cultural and social places (Twitter, TikTok) to reach wider audiences as many first encounters the Holocaust because of pop cultures like movies or social platforms like TikTok.
In addition, most people in the world are not living close to Holocaust museums or archives, so getting them curious about the topic in the first place is the main goal of the game. People living in underprivileged areas from lower socio-economic strata can benefit the most from projects like The Light in the Darkness. In rural or urban classrooms, the game can be easily introduced as it is quite short (1-1.5h of playtime) and/or students can play it on their own as well as it has minimal requirements to run. This is reflected in Dr Lerner’s experience as well. The Assistant Professor believes that video games can address tragic events like the Holocaust; and games with historical settings and ethical considerations strictly taken into account can function as effective educational tools.
All four of Lerner’s grandparents are Holocaust survivors; learning about the Shoah at home was natural for her, and many Jewish people acquire their knowledge about it through their family members first, as well as later in schools. “However, in Canada and in the majority of US states, genocide education is not yet a curricular requirement. While some teachers introduce Holocaust education through history or literature, many students first encounter the Holocaust and other state-sanctioned and systematic mass murders through non-traditional sources, such as comic books, social media accounts, video games, and television shows,” (Lerner, 2021: 9). Her research with Liberation75, a Survey of North American Teens on the Holocaust and Antisemitism found that 40 percent of students learnt about the Holocaust outside of the classroom on social media and 11percent of these students reported to have met with the Holocaust through video games. It is important to highlight that the age of responders was, on average, between 11 and 14 because one of the issues is that those video game players, the target demographic, are usually looking for entertainment, violence and aggression, so using video games to teach about tolerance can be complicated. Further questions we must ask are: In these games, are you saving a group of people, and if you do so, what does it imply? Are students seeking these games out on their own or is it part of the curriculum?
Lerner used video games in the classroom in the context of the Palestinian-Israeli conflict, which was found to be effective for college students who thoroughly enjoyed it. In the world of Holocaust education, new learning modalities are essential and opening for newer, more robust approaches -including video games- around the topic is much needed.
Both Daniel Collen and Étienne Quintal, researchers of the Sarah and Chaim Neuberger Holocaust Education Centre, had positive views on Luc Bernard’s game: “I am excited for The Light in the Darkness most importantly because it does not just address the setting in a very meaningful way, not just as an atmosphere but as a main theme. And focuses on story over action and knowledge over entertainment, making it a much more accessible game to recommend. A game which is free and runs on school laptops is the best choice since top-end hardware and the latest generation of consoles are not widely available.”
The development of the game, The Light in the Darkness, relied on extensive background research, including consulting survivors and double and triple-checking every detail. Although big Holocaust organisations were careful to support projects like this given the sensitivity of the subject and some museums remained hard to approach, the Shoah Foundation (which helps similar projects) allowed access to its archives along with Yad Vashem, which provided extensive support for the game’s creator. "We had access to things on Yad Vashem’s website, and also on the US Holocaust website, but no official help. However, people at the US Holocaust Museum have given me advice not officially," Bernard said.
Just the development of the story took one year. To balance between personal stories and larger history, multiple survivors’ stories were melted into one story. Bernard has chosen to depict a Polish immigrant family who had integrated well into French society by the end of the 1930s, a profile describing the majority of Jewish families who were rounded up in 1942. Despite their integration effort, they were never entirely accepted; they remained the ‘others’ and the first to be deported. This experience of ‘otherness’ connects the history of the Holocaust with contemporary populism, which has achieved electoral success in the last decade in Europe while running on a platform of exclusionary policies. Actors like Orban in Hungary, National Rally in France, and Fratelli d’Italia in Italy utilise divisionary rhetoric, and their intolerant ideologies have been successful in inciting conflict between different cleavages in society while the memory of Europe’s authoritarian history remain fairly distant and passive as we forget the efforts required to keep authoritarianism and fascism at bay.
Stories like The Light in the Darkness are important because, as Bernard reminds us:
“We never talk about the lives of Jews during WWII; we only talk about their death. We need to humanise them.”
Video games are an excellent platform for this. It has a multi-generational appeal; it can change the world as these games can reach anyone. They are interactive, live on longer and are more timeless and immersive than television. On the other hand, the gaming industry has a huge responsibility as the biggest media industry of our times. Yet subject matters like the Holocaust are being ignored, and “this ignorance is the worst on the field,” according to Luc Bernard, who believes one possible explanation behind this is the fact that in the United States, Jews are not considered traditional minorities, the Holocaust is viewed as a white on white crime and the American audience does not understand racism, particularly European racism the same way as the European one.
Collen and Quintal also see the educational potential of serious games but highlight that movies and books are more commonly understood to be useful for preserving collective historical memory. Video games are less reliable platforms as they require a computer and internet connection which is not available for everyone. Moreover, some video games do not have cutscenes, and sometimes players skip these cinematic scenes, which makes the experience much more specific for the individual than watching a movie and can affect the level of immersion. Nevertheless, as time goes on, video games are likely to be adopted for historical memory projects due to their uncovered potential and broad appeal. All together, serious historical games might be more attractive for students than traditional classroom materials.
The Neuberger Centre has also studied the depiction of concentration camps in video games, especially in the Wolfenstein: The New Order game. Although WWII games, in general, rarely address the Holocaust, as an anti-fascist game, Wolfenstein at least tried to touch on the subject by including a segment inside a forced labour camp. According to Collen, “depictions of labour camps are not achievable for video games in a way it is really resonating with people emotionally and teaches them historically.” However, indie games (games created by independent developers) are on the rise and with these games comes a new market. As teachers and parents realise that there is a gap in knowledge and awareness about Holocaust education, and many of them have not caught up with new technologies, the need for games boosting society’s collective historical memory is on the rise.
Online Hate, Radicalization and Modern Antisemitism
Gaming has many positive economic, health, social, and psychological benefits that are often overlooked (ADL, 2019;Schrier, 2019). For adults, video games can provide a unique medium familiar and engaging to them and “can be used to deliver [empathy] training at scale” (Kral et al., 2018: 1). While for younger demographics, prosocial and interpersonal video game play was related to greater social satisfaction, peer support, and prosocial behaviour, which led to increased well-being, whereas violent video game play was related to increased school bullying, and lower social satisfaction and prosociality. Secure attachment was related to increased empathic concerns and higher levels of prosocial and interpersonal interactions in video game use (Shosani et al., 2021). Online gaming has also been particularly beneficial during the COVID-19 pandemic when people have had to endure prolonged periods of social isolation. Players have reported positive experiences such as forming new friendships, feeling a sense of belonging to various communities, discovering new interests, and gaining insights about themselves (ADL, 2019). Nevertheless, new challenges continue to arise as technology advances, and associated risks must be considered. These include online hate, radicalisation and contemporary antisemitism.
The intersection between gaming and violent extremism has become a growing concern in recent years. As stated in the EU Terrorism Situation and Trend Report by Europol (2021: 90), there has been a growing trend of using video games, gaming platforms and forums, as well as gamer channels to disseminate right-wing extremist propaganda and to spread their ideologies (Suraj, 2021). One of the most notorious examples is using online gaming platforms to recruit young people into far-right extremist groups. In these instances, individuals are drawn into gaming groups that espouse extremist views and then gradually radicalised through exposure to hate speech, propaganda, and violent imagery.
Another concern is the use of video games by extremist groups to train their members in combat and tactical skills. Some far-right groups have created custom-built games that simulate real-life combat situations, which are then used to train members in tactics and weapons handling, while certain radical groups created exclusively antisemitic games. Luc Bernard pointed out that some of the white supremacist terrorist attacks in the US and New Zealand are examples of successful radicalisation through the latter tactic, while other commercially successful games themselves have been criticised for promoting extremist views or perpetuating harmful stereotypes. For example, games that allow players to assume the roles of terrorists or play out scenarios involving extremist violence can be seen as normalising these behaviours and beliefs.
Lastly, gaming adjacent online platforms are also utilised by violent far-right extremists and white nationalist movements. This is why Luc Bernard has refused to release his game on Steam, where white supremacists could openly express their ideology, call for violence and deny the Holocaust for a long time with little repercussions (see in detail Vaux et el.,2021). Daniel Collen explained, “Steam has a problem (see in detail ADL, 2020), and it is a quite difficult problem to address as in gaming history Steam – up until recently – was ‘too big to fail.’ Gamers might have a bit more influence to protect themselves from hate speech over newer platforms like Epic. But we will see how it develops over the next 5-10 years because, sadly, improvements are happening slowly, especially on large platforms.”
In addition, gaming adjacent places (like Steam, Twitch or Discord) are not only used by hate movements but “a lot of their propaganda, a lot of their memes are even discussing or referencing games.” Therefore we see that video games are important to these groups and play a significant function in how these movements operate. Gaming and memes are considered mediums of ‘fun’ and ‘cool’ compared to traditional propaganda, and they offer a low threshold to interact with extremist ideas (Fielitz & Ahmed, 2021). Quintal and Collen have studied internet memes in detail and created a Guide to Online Hate, which helps to identify the symbols, terms, characters, and themes that often appear in the expression of hatred, online and off.
Hateful memes are found on all major social media platforms. Quintal talked about the Hatepedia project and its importance in detail: “Memes are considered the form of modern political pamphlets. People might not understand its political aspect and function, just find it funny.” They have conducted on and offline research since there are a lot of cross-references between both. The Neuberger Centre also organised public workshops to promote critical thought and teach people about digital literacy, the features of social media, and how memes can promote online hate. “We also point out how to differentiate between what we see and what it truly means. Hateful memes use a veil of humour to hide their intention and meaning,” stressed Quintal.
Regarding misinformation and hateful propaganda, one side is dedicated to protecting the truth; the other does not. We need to be able to learn about the tactics of hate movements. Recognise how they use humour to cover up their wrongful and harmful messages. Humour can have a political function, and the other side has a vested interest in you not being aware of their intentions in order to convince you of ‘their truth.’
The gaming community is vulnerable. It’s a ‘home’ for far-right radicals; they effectively mobilised for a long time, relying on online communities more than offline ones. Collen explained the evolution of this persuasive strategy in detail: “Since the beginning of developing video games, these games were mainly promoted for young men. So when the modern men’s movement formed its identity along with different hate activists, video games were a natural choice to rally around. Young male gamers were given the narrative that women players were taking away the identity which was theirs, and it worked. For example, Pac-Man was designed to increase the market size for video games by appealing to women in particular, drawing them into the game rooms that had in some ways seemed forbidding to female players or to opposite sex couples. Misogyny was at the root of a lot of things they believed in, and it acted as a catalyst for other types of hate.”
Regarding harassment, what we see on gaming platforms, there is a bullying aspect behind it to keep those spaces exclusive to men. Hate groups tend to attack subcultural spaces to grow their ranks. “That is true for a number of different communities we have studied,” reveals Quintal. Gaming spaces tend to be majority male, but the issue goes beyond identity; hate movements and hate-promoting individuals are not only focusing on gaming places but adjacent, surrounding places as well.
They understand the rituals of gamers. For instance, gamers like to listen to music or stream videos while they are playing and many of the very popular -if not the most popular- hate speakers are using streaming platforms or are making music videos to get into the ears of players who are vulnerable as they are focusing on entertainment more than critical thought. As the Online Hate Research & Education Project manager, Quintal, explains: “People will be listening to this information not realising the political nature of the speeches, just internalising it in a way that completely disarms you to the message and its intent.”
Fighting Hate Effectively
In response to these concerns, some gaming companies have taken steps to combat extremism on their platforms. Theseinclude measures such as banning users who engage in hate speech or promoting positive values such as diversity and inclusivity within their games. Nonetheless, the intersection between extremism and gaming remains a complex issue that requires continued attention and vigilance.
Both Collen and Quintal emphasised the importance of culturally appropriate solutions since hate groups know how to reach out to the youth; they understand their “social bubbles and language.” At the same time, there exists a disconnection in language and culture between teachers, parents and children which helps far-right hate groups to reach younger gamers. This generates a cultural need to create educational video games that are attractive to younger generations.
Overlap between gaming communities and hate movements is targeting the former’s demographic. They are increasingly successful at reaching younger and younger audiences. Quintal talked with teachers who brought up the issue during workshops. But “we have hard evidence/data in the Canadian context as well; young people are disproportionately represented in hate crime statistics. This is very concerning. We need to reach young people in real life and in virtual places they inhabit. And instead of listening to racist hate speeches on Twitch or DLive, we should make sure that players are listening to something more healthy, appropriate, enriching, and fun. Games should also be not only enjoyable to play but accurate and informational,” stresses the researcher of the Centre.
Among the solutions, both Dr Lerner and the Neuberger Centre’s researchers agreed that there are new lesson plans and simply listening to the feedback of teachers and students. The Canadian Holocaust Centre’s first Evergreen presentation addressed the relationship between TikTok and the Holocaust and how content creators discuss and educate about the Holocaust – whether they are accurate or aim to misinform. This included hate propaganda and videos made for youth which tried to normalise holocaust denial as part of a radicalisation process and misinformation which was made for other reasons. TikTok was chosen because of requests from teachers and parents received by the Centre. They had fears and anxieties about how their students and children navigate on the platform. Moreover, teachers were also asking about video games and platforms like Roblox, which allows users to create their own games, making gaming and social media the two most burning concerns for online hate, radicalisation and modern antisemitism.
Quintal also mentioned that “Fighting hate in the context of video games is not necessarily a classroom task, but, when it comes to gaming culture and anti-racism in general, I think these are things we should not just react to. We should not only teach children how to fight hate, fascism and racism, but we should teach about fighting hate as a thing we should all be doing. What hate movements did quite well, unfortunately, is to treat games like Roblox and Minecraft, which are not necessarily racist or hateful, as their playground where they ‘can live their fascist fantasies’ and create alternative societies where holocaust denial is accepted.” The researcher stresses that the opposite should be done as well. “We should encourage children to be anti-fascist in the classroom but outside of it as well in the online space. The values thought should be displayed outside of the classroom.” This gamification in the classroom, however, is challenging as a lot of the games are not appropriate for educational purposes. “We have to be anti-hate even when hate is not in front of us because that is how we build a society which is better for everyone in the long run.”
Dr Lerner talked about the relationship between holocaust education and intolerance. Due to her work with Liberation75, she helped to develop a survey to monitor holocaust education and examine what students knew ahead of a two-day virtual conference called Education Days, organised by Liberation75, based on their secondary school curricula and after this training. Her other course, Jews by the Numbers, enabled students from all fields to utilise data science in Jewish Studies. Students learned to build datasets from archival material from the USC Visual History Archive and form their own arguments based on data. “Historical archives were traditionally used to help people make sense of what happened to the Jews. Today it is not necessarily the archives we rely on as there was a major turning point: now we think more in numbers, using data science.” Dr Lerner paid special attention to the ethics of doing research. “Jews were reduced to numbers, dressed off their humanity. We must avoid making this mistake.” This problem at the crossroads of data science, statistics and Jewish studies was also addressed in her paper, which helps develop statistics courses for students in non-quantitative fields (Lerner & Gelman, 2022).
The emergence of antisemitism stems from the continuous reinforcement of prejudiced beliefs, unfounded speculations, and inaccurate knowledge regarding both conventional and contemporary forms of hostility. It is of utmost importance to distinguish between the diverse expressions of antisemitism and adapt the strategy to address each one appropriately (Bjola & Manor, 2020). In the media, there are lots of catchy headlines; Lerner mentions Unz’s (2012) allegations that Jews are overrepresented at Ivy League universities in The American Conservative, but when we look into the numbers behind these headlines examining its legitimacy using data science and accurate statistics, the titles turn out to be a harmful clickbaits which are designed to provoke an emotional response from the reader, such as fear, outrage, anxiety or prejudice, often at the expense of accuracy or truthfulness.
People react to emotional experiences, and this is why until now, survivor’s testimonies have been effective. But as survivors are passing away and no longer alive, it is a major question of how we continue to build that emotional connection and reaction to the subject. One of the resolutions is what the Shoah Foundation did through their iWitness program, “which is kind of a version of a video game” since you can interact with it and ask questions. Dr Lerner suggested that this program could be developed into a video game integrating the Holocaust. Another idea is to discuss the topic in depth: it cannot be just a one-off classroom discussion. “We need to see the connection between the Holocaust and the rally-around-the-flag effect and decaying democracy, heightened polarisation and how regimes like the Third Reich come about. It has to be integrated into the curriculum and used as a teaching tool to educate about other subjects, e.g. what it means to be a democracy.”
With the expansion of its market, quality, and audience, COMTOG aims to uncover video games’ potential to raise historical consciousness. The discussions in the interviews of the present report have demonstrated how serious educational games such as The Light in the Darkness can be relevant in the context of Collective Historical Memory, promote it and stimulate empathetic emotions and interest in players. Moreover, the report connected issues such as online youth radicalisation, contemporary antisemitism, online hate groups, memes and gaming to the historical memory of the Holocaust, showcasing how relevant the Shoah is for the upcoming generations.
Holocaust education through video games allows people to learn about the events of the Holocaust more interactively and engagingly. It allows players to experience the stories of individuals who lived through the Holocaust, better understand its impact on the world and make connections to present-day political events, and understand what democracy is and why it is crucial to protect it. Arguments about why using video games as an educational tool for the Holocaust can be controversial were addressed during the interviews, as mainstream games may trivialise the events that took place. However, when designed and executed properly, like The Light in the Darkness, these games can be an effective way to educate people about the Holocaust and its impact on society.
Video games can be used to counter extremist ideologies by highlighting the dangers of hate speech and promoting tolerance and understanding. This can be done through educational games and by incorporating messages of inclusivity and diversity into the gameplay and storyline. Overall, video games can be a powerful tool in the fight against antisemitism when designed with an educative purpose, well-researched, and ethics are considered. Video games can help create a more empathic, progressive and compassionate society by promoting education, representation, inclusivity, and community engagement.
ECPS’ Never Again initiative and COMTOG project
Our collective history offers stories of war, resistance, intolerance, and perseverance. ECPS’ Never Again initiative prompts us to look back at these memories of conflict and democratic backsliding so that we, citizens, can be better informed of their causes and realities. A wealth of research has highlighted how mainstream media, i.e., TV, film, radio & news, have shaped the collective memory of these conflict narratives. However, as media technology evolves rapidly, the research studying collective memory must evolve with it.
The Collective Memory Through Online Games (COMTOG) project has emerged under this Never Again initiative to showcase the educational and social potential of serious, transformative gaming (video games, LARPs, tabletop roleplaying games) relaying the realities of conflict through a nuanced, well-researched, and empathetic lens. COMTOG is set to publish a series of interviews exploring the research process, artistic direction, and dissemination of these conflict-centred games. The game creator’s insights are included in interviews alongside the experience of diverse experts in the field (i.e. historians, policymakers, activists), thus creating a resource improving historical serious games’ ability to aid active remembering.
Moreover, serious gaming can provide the population with an immersive experience that can be used for educational purposes such as raising awareness, boosting ethical values, and preserving collective memory. Existing research has found their integration into educational programmes promising and positively impactful. We aim to understand how serious games discussing and portraying the victims of the conflict were researched and developed to stimulate interest in creating similar kinds of games.
(*) Anita Tusor is a recent graduate of the Double Master’s Program of King’s College London and Renmin University of China in Asian and European Affairs. She also holds a M.A. in Applied Linguistics and a B.A. in Hungarian and Chinese Studies. Previously, she has worked with different think tanks and is currently working as a Research Assistant at the ECPS and the International Institute of Prague. Anita’s research interests include the processes of democratisation and de-democratisation, populist constitutionalism, political parties and their systems, and foreign malign influence operations.
— (n.d.) “How Many Jewish Refugees Came to the United States from 1933-1945?” Holocaust Encyclopedia. United States Holocaust Memorial Museum. https://encyclopedia.ushmm.org/content/en/article/immigration-to-the-united-states-1933-41 (accessed on April 7, 2023).
— (2019). “Free to Play? Hate, Harassment and Positive Social Experiences in Online Games.”Anti-Defamation League(ADL). July 18, 2019. https://www.adl.org/resources/report/free-play-hate-harassment-and-positive-social-experiences-online-games (accessed on April 7, 2023).
— (2020). “This is Not a Game: How Steam Harbors Extremists.” Anti-Defamation League (ADL). April 29, 2020.https://www.adl.org/resources/report/not-game-how-steam-harbors-extremists (accessed on April 7, 2023).
— (2020). “What Americans Know About the Holocaust.” Pew Research Center. January 22. https://www.pewresearch.org/religion/2020/01/22/what-americans-know-about-the-holocaust/ (accessed on April 7, 2023).
— (2020). First-Ever 50-State Survey On Holocaust Knowledge Of American Millennials And Gen Z Reveals Shocking Results. Claims Conference. September 16, 2020. https://www.claimscon.org/millennial-study/ (accessed on April 7, 2023).
— (2021). “European Union Terrorism Situation and Trend Report 2021 (TESAT).” Europol.https://www.europol.europa.eu/activities-services/main-reports/european-unionterrorism-situation-and-trend-report-2021-tesat (accessed on April 7, 2023).
Bjola, Corneliu & Manor, Ilan. ( 92020. “Combating Online Hate Speech and Anti-Semitism.” DigDiploROx Working Paper No 4. https://www.qeh.ox.ac.uk/sites/www.odid.ox.ac.uk/files/DigDiploROxWP4.pdf
Fielitz, Maik & Ahmed, Reem. (2021). “It’s not funny anymore. Far-right extremists’ use of humour.” Radicalisation Awareness Network. https://utveier.no/wp-content/uploads/sites/6/2021/10/ran_ad-hoc_pap_fre_humor_20210215_en.pdf(accessed on April 7, 2023).
Germain, Ellen. (2022). “Why Confronting Holocaust Distortion and Denial Matters.” U.S. Department of State. January 31, 2022. https://www.state.gov/why-confronting-holocaust-distortion-and-denial-matters/ (accessed on April 7, 2023).
Kral, Tammi R.A.; Stodola, Diane E.; Birn, Rasmus M. et al. (2008). “Neural correlates of video game empathy training in adolescents: a randomized trial.” NPJ Science Learn 3 (13): 1-10. https://doi.org/10.1038/s41539-018-0029-6
Lerner, Alexis M. (2021). “2021 Survey of North American Teens on the Holocaust and Antisemitism.” Liberation 75. https://www.liberation75.org/2021survey (accessed on April 7, 2023).
Lerner, Alexis M. & Galeman, Andrew (2022). “Build Your Own Statistics Course for Students in a Non-Quantitative Field.” Journal of Statistical Modeling, Causal Inference, and Social Science. http://www.stat.columbia.edu/~gelman/research/unpublished/lerner-gelman-build.pdf (accessed on April 7, 2023).
Mcdonell, Hugh. (2017). “The ‘grey zone’ of Vichy France: Understanding Marine Le Pen’s latest comments on the Second World War.” LSE blog. April 12, 2017. https://blogs.lse.ac.uk/europpblog/2017/04/12/the-grey-zone-of-vichy-france-understanding-marine-le-pens-latest-comments-on-the-second-world-war/ (accessed on April 7, 2023).
Mulhall, Joe. (eds.) (2021). “Antisemitism in the Digital Age: Online antisemitic hate, Holocaust denial, Conspiracy ideologies and Terrorism in Europe.” Amadeu Antonio Foundation. https://www.amadeu-antonio-stiftung.de/wp-content/uploads/2021/10/antisemitism-in-the-digital-age.pdf
Sayer, Zach. (2018). “Court upholds fine against Jean-Marie Le Pen for Holocaust remark.” Politico. March 27, 2018. https://www.politico.eu/article/jean-marie-le-pen-front-national-france-court-upholds-fine-against-jean-marie-le-pen-for-holocaust-remark/ (accessed on April 7, 2023).
Shoshani, Anat; Braverman, Shahar & Meirow, Galya. (2021). “Video Games and Close Relations: Attachment and Empathy as Predictors of Children’s and Adolescents’ Video Game Social Play and Socio-Emotional Functioning.” Computers in Human Behavior 114 (January): 106578. https://doi.org/10.1016/j.chb.2020.106578
Schrier, Karen. (2019). “Designing Ourselves: Identity, Bias, Empathy, and Game Design.” Anti–Defamation League. June 18, 2019. https://www.adl.org/resources/report/designing-ourselves-identity-bias-empathy-and-game-design (accessed on April 7, 2023).
Suraj, Lakhani. (2021). “Video games and (Violent) Extremism: An exploration of the current landscape, trends, and threats.” Radicalisation Awereness Network. https://home-affairs.ec.europa.eu/system/files/2022-02/EUIF%20Technical%20Meeting%20on%20Video%20Gaming%20October%202021%20RAN%20Policy%20Support%20paper_en.pdf (accessed on April 7, 2023).
Unz, Ron. (2012). “The myth of American meritocracy.” The American Conservative, 28.
Vaux, Pierre; Gallagher, Aoife; O’Connor, Ciaran; Thomas, Elise & Davey, Jacob. (2021). “The Extreme Right on Discord.” Institute for Strategic Dialogue. https://www.isdglobal.org/wpcontent/uploads/2021/08/04-gaming-report-discord.pdf (accessed on April 7, 2023).