top of page


NavEDI is a 2D narrative educational video game designed to teach clinical advocacy and educate medical students about equity, diversity and inclusion in the psychiatric ER. 

Team: Linda Ding & Livia Nguyen

Content Advisor: Ahmed Hassan

MScBMC Supervisors: Derek Ng & Shelley Wall

Medium: Desktop game

Primary Audience: Medical students

Software: Unity, Fungus, Figma, Procreate, Photoshop, Illustrator

Project Concept

In recent years, public awareness regarding the detrimental effects of stigma around mental illness/substance use has increased dramatically [7]. Additionally, studies show that marginalized individuals living with these conditions face additional barriers to treatment that further complicate their prognosis [7,10-11]. There has been some progress in addressing these inequities and stigma through educational interventions and the promotion of equity, diversity, and inclusion (EDI) [11]. However, there is a lack of educational tools exploring practical applications of these topics [11,12]. Educational games present as an effective strategy in this context due to their ability to improve engagement, build empathy, minimize student burnout, and provide a safe learning environment for practicing new clinical skills [1-6,9,13].

Therefore, the proposed solution is NavEDI, a 2D narrative educational video game designed to teach clinical advocacy and educate medical students about equity, diversity and inclusion in the psychiatric ER. The storyline of the game revolves around a clinical interaction that can be played from two different perspectives: 1) the patient perspective which explores stigma, cross-cultural barriers, and empathy through perspective-taking and 2) the medical student perspective which provides a safe learning environment for practicing clinical skills and patient advocacy.


  1. Bado, N. (2019) Game-based learning pedagogy: a review of the literature, Interactive Learning Environments, DOI: 10.1080/10494820.2019.1683587

  2. Batt-Rawden, S. A., Chisolm, M. S., Anton, B., & Flickinger, T. E. (2013). Teaching Empathy to Medical Students: An Updated, Systematic Review. Academic Medicine, 88(8), 1171–1177.

  3. Bearman, M., Palermo, C., Allen, L. M., & Williams, B. (2015). Learning Empathy Through Simulation: A Systematic Literature Review. Simulation in Healthcare : Journal of the Society for Medical Simulation, 10(5), 308–319.

  4. Bernardo, M. O., Cecilio-Fernandes, D., Lima, A. R. de A., Silva, J. F., Ceccato, H. D., Costa, M. J., & de Carvalho-Filho, M. A. (2019). Investigating the relation between self-assessment and patients’ assessments of physicians-in-training empathy: a multicentric, observational, cross-sectional study in three teaching hospitals in Brazil. BMJ Open, 9(6), e029356–e029356.

  5. Chen, A. M. H., Kiersma, M. E., Yehle, K. S., &; Plake, K. S. (2015). Impact of the geriatric medication game® on nursing students' empathy and attitudes toward older adults. Nurse Education Today, 35(1), 38–43.

  6. De Araujo Luz Junior, J., Rodrigues, M. A. F., & Hammer, J. (2021). A Storytelling Game to Foster Empathy and Connect Emotionally with Breast Cancer Journeys. 2021 IEEE 9th International Conference on Serious Games and Applications for Health(SeGAH), 1–8.

  7. Gopalkrishnan, N. (2018). Cultural Diversity and Mental Health: Considerations for Policy and Practice. Frontiers in Public Health, 6, 179–179.

  8. Holliday, Emma. (2021). Breaking the magic circle: using a persuasive game to build empathy for nursing staff and increase citizen responsibility during a pandemic. Extended Abstracts of the 2021 Annual Symposium on Computer-Human Interaction in Play. Association for Computing Machinery, New York, NY, USA, 339–344.

  9. Jan L. Plass, Bruce D. Homer & Charles K. Kinzer (2015) Foundations of Game-Based Learning, Educational Psychologist, 50:4, 258-283,

  10. Leong, F. T. L., & Kalibatseva, Z. (2011). Cross-cultural barriers to mental health services in the United States. Cerebrum (New York, NY), 2011, 5–5.

  11. Moreno, F. A., & Chhatwal, J. (2020). Diversity and inclusion in psychiatry: the pursuit of health equity. Focus, 18(1), 2–7.

  12. Moudatsou, M., Stavropoulou, A., Philalithis, A., & Koukouli, S. (2020). The Role of Empathy in Health and Social Care Professionals. Healthcare (Basel), 8(1), 26–.

  13. Yunyongying, P. (2014). Gamification: Implications for Curricular Design. Journal of Graduate Medical Education, 6(3), 410–412.


bottom of page