Video Games, Prejudice, and Intercultural Competence: A Systematic Review

Background: Digital games are promising tools to support intercultural learning and prejudice reduction. Yet insights into their effects remain fragmented due to variations in theoretical frameworks, outcome measures, and game designs.Objectives: This systematic review synthesizes experimental and intervention studies examining the effects of video games on prejudice and intercultural competence, aiming to identify patterns across game types and outcomes.Methods: Studies were identified through database searches using predefined inclusion criteria. Eligible studies employed an experimental design with a control group and outcome measures targeting prejudice (e.g., attitudes, stereotypes, intergroup bias) or intercultural competence (e.g., empathy, knowledge, culturally appropriate behaviour). Twenty-four studies met these criteria and were organized into four analytical groups: (1) collaborative gameplay, (2) player–character interaction and embodiment, (3) comparisons of different games with bias-related content, and (4) comparisons of game- versus text-based formats.Results and Conclusions: Across studies, video games showed potential to improve intercultural competence and prejudice-related outcomes. Effects were most consistent for collaborative and player–character interaction and embodiment game designs; by contrast, the impact of games with bias-related content depended on their moral framing, and comparisons of games with text suggested that interactive formats can have positive effects but demand careful experimental control. We identify strengths and limitations of the current body of research and discuss future research directions and practical implications.