Results 1 - 10
of
20
Children’s motivations for video game play in the context of normal development
- Review of General Psychology
, 2010
"... Electronic games are now an everyday part of childhood and adolescence. The debate has moved from whether children should play video games to how to maximize potential benefits and to identify and minimize potential harms. To do this, we must understand what motivates children to play electronic gam ..."
Abstract
-
Cited by 19 (0 self)
- Add to MetaCart
(Show Context)
Electronic games are now an everyday part of childhood and adolescence. The debate has moved from whether children should play video games to how to maximize potential benefits and to identify and minimize potential harms. To do this, we must understand what motivates children to play electronic games and what needs the games meet. Drawing on a survey of 1,254 middle school children, focus groups with boys and their parents, and findings from other quantitative and qualitative research, the author describes a variety of motivations for video game play (including games with violent content) and how these may vary based on factors such as mood, environment, personality, and developmental stage. The findings are put into the context of normal development, and suggestions are given for parents, educators, and researchers.
Effects of game technology on elementary student learning in mathematics
- British Journal of Educational Technology
, 2011
"... This paper reports the effects of game technology on student learning inmathematics as investigated in two data sets collected from slightly different subjects. In the first, 41 second graders (7 or 8 years old) from two classes used either a technology-based game or a paper-based game for 5 weeks. ..."
Abstract
-
Cited by 7 (0 self)
- Add to MetaCart
(Show Context)
This paper reports the effects of game technology on student learning inmathematics as investigated in two data sets collected from slightly different subjects. In the first, 41 second graders (7 or 8 years old) from two classes used either a technology-based game or a paper-based game for 5 weeks. For the next 13 weeks, both classes used a technology-based game either two times per week, or more than three times per week. A quasi-experimental control-group design with repeated measures analysis of variance and analysis of covariance was employed to explore performance differences between groups. The second study examined student learning in relation to characteristics such as their game performance, attitudes toward the game and toward mathematics, and gender and ethnicity. During a 4-month period, 50 second grade students from three classes played a technology-based game under conditions that varied depending on their teacher’s direction. Multiple regression was used to determine the relationship between students ’ arithmetic scores and learner characteristics. Descriptive analyses by ability level, gender and ethnicity, and interview data about attitudes toward the technology
Computer game development as a literacy activity. (Institute for Research on Learning Technologies
, 2007
"... This study examined computer game development as a pedagogical activity to motivate and engage students in curriculum-related literacy activities. We hypothesized that as a consequence, students would improve their traditional reading and writing skills as well as develop new digital literacy skills ..."
Abstract
-
Cited by 6 (1 self)
- Add to MetaCart
(Show Context)
This study examined computer game development as a pedagogical activity to motivate and engage students in curriculum-related literacy activities. We hypothesized that as a consequence, students would improve their traditional reading and writing skills as well as develop new digital literacy skills. Eighteen classes of grade 4 students were assigned to either an experimental or control group. Both groups studied the same curriculum unit over a 10 week period, however, in addition the experimental group developed computer games related to the unit using a game development shell. An analysis of pre- and post-unit scores on two standardized literacy test batteries revealed that the experimental students performed significantly better on one of the subtests, a measure of logical sentence construction (p=. 002). Field notes and teacher interview data indicated that game development helped improve student content retention, ability to compare and contrast information presented, utilize more and different kinds of research materials
A Cognitive Skill Classification Based on Multi Objective Optimization Using Learning Vector Quantization for Serious Games
- ITB Journal of Information and Communication Technology
"... Abstract. Nowadays, serious games and game technology are poised to transform the way of educating and training students at all levels. However, pedagogical value in games do not help novice students learn, too many memorizing and reduce learning process due to no information of player’s ability. To ..."
Abstract
-
Cited by 1 (1 self)
- Add to MetaCart
(Show Context)
Abstract. Nowadays, serious games and game technology are poised to transform the way of educating and training students at all levels. However, pedagogical value in games do not help novice students learn, too many memorizing and reduce learning process due to no information of player’s ability. To asses the cognitive level of player ability, we propose a Cognitive Skill Game (CSG). CSG improves this cognitive concept to monitor how players interact with the game. This game employs Learning Vector Quantization (LVQ) for optimizing the cognitive skill input classification of the player. CSG is using teacher’s data to obtain the neuron vector of cognitive skill pattern supervise. Three clusters multi objective target will be classified as; trial and error, carefully and, expert cognitive skill. In the game play experiments employ 33 respondent players demonstrates that 61 % of players have high trial and error, 21 % have high carefully, and 18 % have high expert cognitive skill. CSG may provide information to game engine when a player needs help or when wanting a formidable challenge. The game engine will provide the appropriate tasks according to players ’ ability. CSG will help balance the emotions of players, so players do not get bored and frustrated.
Alternate Location: Permanent Link:
"... A link to the journal's website is available at: ..."
(Show Context)
Exploring Key Determinants of Gamer Behavior for Somatosensory Video Games: An Application of the Extended Technology Acceptance Model and Game Flow Theory
"... Abstract The rapid growth of the somatosensory video games (SVGs) ..."
(Show Context)
2010 IEEE International Conference on Digital Game and Intelligent Toy Enhanced Learning Analysis of Seven Important Studies in Research of Joyful Learning and Society
"... Due to the development of technology, lots of attractive multimedia effect was used in digital games and games become more and more popular. In Taiwan, a special Issue Group, Joyful Learning and Society, was developed, and one of the issues the group focuses on was how to use digital game to enhance ..."
Abstract
- Add to MetaCart
Due to the development of technology, lots of attractive multimedia effect was used in digital games and games become more and more popular. In Taiwan, a special Issue Group, Joyful Learning and Society, was developed, and one of the issues the group focuses on was how to use digital game to enhance students’ learning. One of the ongoing tasks was to review game-related studies in different journals, to realize the development of game-based learning. In this study, seven game-related studies were analyzed, and some suggestions were proposed in this study. 1.
unknown title
"... The effects of learning style and gender consciousness on novices ’ learning from playing educational games ..."
Abstract
- Add to MetaCart
(Show Context)
The effects of learning style and gender consciousness on novices ’ learning from playing educational games
Scaffolding Game-Based Learning 1 Scaffolding Game-Based Learning: Impact on Learning Achievements, Perceived Learning, and Game Experiences
"... One of the central challenges of integrating game-based learning in school settings is helping learners make the connections between the knowledge learned in the game and the knowledge learned at school, while maintaining a high level of engagement with game narrative and gameplay. The current study ..."
Abstract
- Add to MetaCart
(Show Context)
One of the central challenges of integrating game-based learning in school settings is helping learners make the connections between the knowledge learned in the game and the knowledge learned at school, while maintaining a high level of engagement with game narrative and gameplay. The current study evaluated the effect of supplementing a business simulation game with an external conceptual scaffold, which introduces formal knowledge representations, on learners ’ ability to solve financial-mathematical word problems following the game, and on learners ’ perceptions regarding learning, flow, and enjoyment in the game. Participants (Mage = 10.10 years) were randomly assigned to three experimental conditions: a “study and play ” condition that presented the scaffold first and then the game, a “play and study ” condition, and a “play only ” condition. Although no significant gains in problem-solving were found following the intervention, learners who studied with the external scaffold before the game performed significantly better in the post-game problem-solving assessment. Adding the
Putting Fun Into Video Games
, 2012
"... By creating games for older players, video game designers may be filling a large market need that has not been addressed. FEATURE AT A GLANCE: Our observations of players older than 65 suggested that they weighed costs and benefits when deciding whether or not to play video games. Current games can ..."
Abstract
- Add to MetaCart
By creating games for older players, video game designers may be filling a large market need that has not been addressed. FEATURE AT A GLANCE: Our observations of players older than 65 suggested that they weighed costs and benefits when deciding whether or not to play video games. Current games can be higher in cost for seniors because of the perceptual and cognitive changes that tend to occur with age. When seniors choose
