Effects of the Psychological Board Game "Identity" as Self-Reflection for (Psychology) Students

Theoretical background: The board game Identity, offered as a tutorial, can provide a low-threshold introduction to self-reflection to psychology students. To date, however, we do not know whether participation in the game effects changes in variables that are potential targets of self-reflection. Hypotheses: We expected positive changes in emotional competency, emotion regulation, interpersonal problems, and motivational incongruence through participation in the tutorial. Method: We compared scores before and after participation in Identity (experimental group, EG) and with an untreated control group (CG). Results: The EG showed significant improvement in all scales with small effect sizes; the CG showed no changes. Conclusion: Identity achieved significant changes in areas thought to improve with self-reflection.