Bully

• Bully models the social environment of high school through an expressive system of rules, and makes a procedural argument for the necessity of confrontation. Confronting bullies is not a desirable or noble action in the game, but it is necessary if one wants to restore justice. The game privileges the underdogs—nerds and girls—and the player spends most of his time undermining the bullies and the jocks in order to even the social pecking order. 
• Bully is part social commentary, part satire. But it also bears the usual features of an entertainment title. While games like The McDonald’s Game are more didactic, games like Bully are more subtly expressive. Neither technique is inherently more or less valid than the other, but each accomplishes a different kind of video-game-based speech, each of which might be more or less appropriate in different circumstances. 

Bully is another really good example of procedural rhetoric being used to evoke an emotion from the audience. By boldly stating the games morals it makes the audience think about them and often in a much more personal way. Bully is also a good example as it shows the usual features of an entertainment tittle unlike that of the McDonald's game. It is unusual for big entertainment tittles to want to stray into the realms of making a statement about society, but this is not the case with Rockstar Games, producers of the GTA series they know what happens to games that make statements about society. 

This research really highlights how even main stream games have certain systems in place to make the audience react a certain way of feel a certain emotion, which then persuades then to make certain action or changes because of it. From here on I going to continue my research into more examples of persuasive gaming and the affects they have on the world. I also what to begin to look at this from a designers point of view, that if what I am creating has the ability to sway peoples opinions and ideas, what ethical implications does this have for me.

http://mitpress.mit.edu/books/chapters/026269364Xchap6.pdf