Viral Sphere: Fostering Healthy Social Media Practice Through Playful Simulation

Viral Sphere is a learning game designed to spark discussion about the European General Data Protection Regulation (GDPR) among secondary school students and educators. The game places players in a fictional social media platform where they make posting decisions across real-life inspired scenarios, such as a party photo, a classroom video, and a pride-related image. A network diagram visualizes how each post spreads beyond the protagonist's immediate circle, letting players observe the reactions and consequences of their choices. The project draws on Kolb's experiential learning cycle, Playful Learning theory, Hogan's concept of personal networks, and Miguel Sicart's work on ethical gameplay, with the aim of making an often dry regulatory topic relatable and engaging.

The design uses a simple branching narrative, with two paths that reconverge after each scenario, so that the decision to post or not becomes the focal point of the experience. Rather than offering extensive player control over outcomes, the game emphasizes observing the story and reflecting on characters' choices, which the authors argue can still produce meaningful moral reflection. The work is presented as an ongoing design project that builds on a larger Erasmus initiative about GDPR implementation in schools.

Testing was conducted as an ethnographic study with 42 students aged 18 to 20 across three classes at a technical high school in Copenhagen, with roughly one-third female and two-thirds male participants. Students played the game and then completed a survey of open-ended questions, with responses categorized by recurring themes. Most respondents reported enjoying the game and found its scenarios realistic and relatable, while others considered the material too mild and wanted more dramatic stories and greater influence over outcomes. Responses about whether the scenarios felt recognizable were nearly evenly divided, suggesting that a single narrative may not engage all learners equally.

Suggested improvements include more interactive chat options, the ability to create a personalized character, clearer instructions, and a built-in scenario creator allowing teachers to tailor content to their students. The authors conclude that the game is facilitating discussion between students and educators about GDPR and social media behavior, positioning it as a promising but still developing educational resource. The study's small, single-school sample and qualitative method limit how broadly its findings can be generalized.