Children’s choices and strategies in video games

It is important to develop an understanding of children’s engagement and choices in learning experiences outside of school as this has implications for their development and orientations to other learning environments. This mixed-methods study examines relationships between the genres of video games children choose to play and the learning strategies they employ to improve at these games. It also explores students’ motivations for playing the games they choose to play. One hundred eighteen fourth- and fifth-grade students participated in this study. Qualitative analyses of student responses resulted in a model for classifying motivation for game choices. Children primarily cite reasons that can be classified as psychological or cognitive reasons for choosing to play certain video games, and are motivated by the challenge and thinking required in the games. Analyses using Chi-square tests of association demonstrated significant relationships between video game genre and learning strategy used for two of the six learning strategies (p < .05). Children playing action games are more likely to use repetition to learn the game and children playing adventure games are more likely to use their imaginations to take on the role of the character in the game and think the way the character would to make decisions in the game. There were also several gender differences in learning preferences.     

(A)Social reputation: Exploring the relationship between online video game involvement and social competence

Affordable and accessible Internet has changed the way video games are played, allowing individuals to connect worldwide in shared gaming spaces. On the surface participation within these environments may seem socially beneficial, as these highly social, playful spaces allow players to connect, interact with, and learn from others. However, there is a growing concern that increased participation within online gaming environments comes with a wide variety of social consequences, contributing to numerous losses in ‘offline’ sociability. While considerable research has examined these claims, consistent relationships between social competence and online video game involvement have yet to be established. The current work (N = 515) aimed to examine the extent to which online video game involvement may support, or undermine, the development and maintenance of traditional social skills. The results indicate that there are unique relationships between social skills and video game involvement within online gaming populations. However, among online video game players, these links were not as negative or broad as hypothesized. The results of this assessment dispute the anecdotal attribution of a global level of social ineptitude amongst online video game players and provide insight into the potential effects of online video game play on skill development and maintenance.     

The effects of video on cognitive load and social presence in multimedia-learning

Two studies examined the use of video in multimedia learning environments. In Study 1, participants (N = 26) viewed one of two versions of a computer-based multimedia presentation: video, which included a video of a lecture with synchronized slides, or no video, which included the slides but only an audio narration of the lecture. Learning, cognitive load and social presence were assessed, but a significant difference was found only for cognitive load, with video experiencing greater cognitive load, t (24) = 2.45, p < .05. In Study 2, students (N = 25) were randomly assigned to either video or no video condition. Background knowledge and visual/verbal learning preference were assessed before viewing the presentation, and learning, cognitive load, and social presence were assessed after viewing. No significant differences were found for learning or social presence. However, a significant visual/verbal learning preference by condition interaction was found for cognitive load, F (1,21) = 4.51, p < .05: low visual-preference students experienced greater cognitive load in the video condition, while high visual-preference students experienced greater cognitive load in the no video condition.     

Improving literacy and metacognition with electronic portfolios: Teaching and learning with ePEARL

Can an electronic portfolio that is both a multimedia container for student work and a tool to support key learning processes have a positive impact on the literacy practices and self-regulated learning skills of students? This article presents the findings of a yearlong study conducted in three Canadian provinces during the 2007–2008 school year initially involving 32 teachers and 388 students. Due to varying levels of implementation our final data set included 14 teachers and 296 students. Using a non-equivalent pre-test/post-test design, we found that grade 4–6 students who were in classrooms where the teacher provided regular and appropriate use of the electronic portfolio tool ePEARL (i.e., medium–high implementation condition, n = 7 classrooms and 121 students), compared to control students (n = 7 classrooms and 175 students) who did not use ePEARL, showed significant improvements (p < .05) in their writing skills on a standardized literacy measure (i.e., the constructed response subtest of the Canadian Achievement Test-4th ed.) and certain metacognitive skills measured via student self-report. The results of this study indicate that teaching with ePEARL has positive impacts on students’ literacy and self-regulated learning skills when the tool is used regularly and integrated into classroom instruction.     

Perceived versus actual computer-email-web fluency

The purpose of this study was to compare people’s perception of their computer-email-web (CEW) fluency to their actual abilities performing related tasks. A total of 61 subjects (51% female, mean age 19) participated in the research sessions. Participants completed the CEW fluency scale [Bunz, U. (2004). The computer-email-web (CEW) fluency scale – Development and validation. International Journal of Human-Computer Interaction, 17(4), 477–504.], the computer anxiety ratings scale [Heinssen, R. K., Glass, C. R., & Knight L. A. (1987). Assessing computer anxiety: Development and validation of the computer anxiety rating scale. Computers in Human Behavior, 3, 49–59.], and an applied protocol developed for this study. Results show that the less computer anxiety subjects reported, the higher they perceived their CEW fluency to be (p = .001), but there was no significant relationship between computer anxiety and actual fluency (p = .12). There was no gender difference as to actual CEW fluency (p = .11), but women perceived their fluency lower than did men (p = .012). Overall results validate the robustness of the CEW fluency scale, help identify CEW fluency as a digital divide component, and underscore the importance of initiatives to raise women’s technological self-confidence.     

Gaming addiction,definition and measurement: A large-scale empirical study

Although the general public appears to have embraced the term ‘videogame addiction’, the scientific debate as to whether ‘gaming addiction’ can actually be considered an addiction similar to substance addictions of DSM-IV is still unsettled. To date, research on gaming addiction has focused on problematic behavior from the gaming activity itself and there has been little empirical research related to pathological personality patterns that usually are associated with substance addictions. Therefore, the current study examined how game exposure and ‘problematic gaming behavior’ are related to personality patterns associated with addiction by means of the Minnesota Multiphasic Personality Inventory-2 (MMPI-2). A large-scale survey study was performed among 1004 adolescent boys (age-range 11–18, M = 14.18, SD = 1.36) measuring problematic gaming behavior, physical game-related symptoms, gaming behavior and three MMPI-2 subscales measuring personality patterns usually associated with substance addiction (MAC-R, APS, AAS). Results showed that problematic gaming and physical symptoms were positively related to all MMPI-2 subscales, while game exposure was not related to the indirect measures of addictive personality patterns (i.e., MAC-R, APS). Thus, problematic gaming should be clearly distinguished from high game exposure. High game exposure merely indicates enthusiasm for some although it may be psychopathological for others.     

Digital Game-Based Learning in high school Computer Science education: Impact on educational effectiveness and student motivation

The aim of this study was to assess the learning effectiveness and motivational appeal of a computer game for learning computer memory concepts, which was designed according to the curricular objectives and the subject matter of the Greek high school Computer Science (CS) curriculum, as compared to a similar application, encompassing identical learning objectives and content but lacking the gaming aspect. The study also investigated potential gender differences in the game’s learning effectiveness and motivational appeal. The sample was 88 students, who were randomly assigned to two groups, one of which used the gaming application (Group A, N = 47) and the other one the non-gaming one (Group B, N = 41). A Computer Memory Knowledge Test (CMKT) was used as the pretest and posttest. Students were also observed during the interventions. Furthermore, after the interventions, students’ views on the application they had used were elicited through a feedback questionnaire. Data analyses showed that the gaming approach was both more effective in promoting students’ knowledge of computer memory concepts and more motivational than the non-gaming approach. Despite boys’ greater involvement with, liking of and experience in computer gaming, and their greater initial computer memory knowledge, the learning gains that boys and girls achieved through the use of the game did not differ significantly, and the game was found to be equally motivational for boys and girls. The results suggest that within high school CS, educational computer games can be exploited as effective and motivational learning environments, regardless of students’ gender.     

Revisiting the uncanny valley theory: Developing and validating an alternative to the Godspeed indices

Mori (1970) proposed a hypothetical graph describing a nonlinear relation between a character’s degree of human likeness and the emotional response of the human perceiver. However, the index construction of these variables could result in their strong correlation, thus preventing rated characters from being plotted accurately. Phase 1 of this study tested the indices of the Godspeed questionnaire as measures of humanlike characters. The results indicate significant and strong correlations among the relevant indices (Bartneck, Kuli?, Croft, & Zoghbi, 2009). Phase 2 of this study developed alternative indices with nonsignificant correlations (p > .05) between the proposed y-axis eeriness and x-axis perceived humanness (r = .02). The new humanness and eeriness indices facilitate plotting relations among rated characters of varying human likeness.     

Effect of prescribed sleep surfaces on back pain and sleep quality in patients diagnosed with low back and shoulder pain

The purpose of this study was to assess sleep quality and comfort of participants diagnosed with low back pain and stiffness following sleep on individually prescribed mattresses based on dominant sleeping positions. Subjects consisted of 27 patients (females, n = 14; males, n = 13; age 44.8 yrs ± SD 14.6, weight 174 lb. ±SD 39.6, height 68.3 in. ± SD 3.7) referred by chiropractic physicians for the study. For the baseline (pretest) data subjects recorded back and shoulder discomfort, sleep quality and comfort by visual analog scales (VAS) for 21 days while sleeping in their own beds. Subsequently, participants’ beds were replaced by medium-firm mattresses specifically layered with foam and latex based on the participants’ reported prominent sleeping position and they again rated their sleep comfort and quality daily for the following 12 weeks. Analysis yielded significant differences between pre- and post means for all variables and for back pain, we found significant (p < 0.01) differences between the first posttest mean and weeks 4 and weeks 8-12, thus indicating progressive improvement in both back pain and stiffness while sleeping on the new mattresses. Additionally, the number of days per week of experiencing poor sleep and physical discomfort decreased significantly. It was concluded that sleep surfaces are related to sleep discomfort and that is indeed possible to reduce pain and discomfort and to increase sleep quality in those with chronic back pain by replacing mattresses based on sleeping position.     

Computer-related posture and discomfort in primary school children: The effects of a school-based ergonomic intervention

This study investigated the effect of a school-based ergonomic intervention on childrens’ posture and discomfort while using computers using a pre/post test study design. The sample comprised 23 children age 9 and 10 years. Posture was assessed with Rapid Upper Limb Assessment (RULA) and a workstation assessment was completed using a Visual Display Unit (VDU) checklist. Self reported discomfort was also recorded at the beginning and end of the computer class. Following an ergonomic intervention that included education of the children and workstation changes, the outcome measures were repeated. There was a positive response to the intervention with significant changes between the pre-intervention and post-intervention scores for posture (p = 0.00) and workstation (p = 0.00). The change in discomfort scores from beginning to end of the computer class between the pre-intervention class and the post-intervention class was also significant (p = 0.00). The study highlights the need for continuing concern about the physical effects of children’s computer use and the implications of school-based interventions.     

Assessing tenth-grade students’ problem solving ability online in the area of Earth sciences

This study examined tenth-grade students’ (n = 263) problem solving ability (PSA) online through assessing students’ domain-specific knowledge (DSK) and reasoning skills (RS) in Earth sciences as well as their attitudes toward (AT) Earth sciences related topics in a secondary school of Taiwan. The students’ PSA was evaluated based on a previous model (Chang, C. Y. (2004, November 26–27). Trends in assessing student earth science problem solving ability: the importance of domain-specific knowledge and reasoning skills in earth sciences. Paper presented at the Seoul Conference for International Earth Science Olympiad (IESO), Seoul, Korea; Chang, C. Y., & Barufaldi, J. P. (submitted). Does problem solving = prior knowledge + reasoning skills in science? An exploratory study. Journal of Experimental Education; Chang, C. Y., & Weng, Y. H. (2002). An exploratory study on students’ problem-solving ability in earth science. International Journal of Science Education, 24(5), 441–452) which empirically established that students’ PSA is a composite of DSK, RS and AT subscales. Major findings are as follows: (a) The correlation coefficient among students’ DSK, RS and AT was relatively small, indicating that these subscales might have successfully represented different constructs of students’ PSA; (b) a significantly positive correlation existed between students’ PSA total scores and each subscale. It is, therefore, suggested that students’ PSA may be potentially assessed online by measuring their essential components in the area of Earth sciences.     

The effects of conceptual change texts accompanied with animations on overcoming 11th grade students’ alternative conceptions of chemical bonding

This paper aims to determine the effect of conceptual change texts accompanied with computer animations on 11th grade students’ understanding and alternative conceptions related to chemical bonding. One experimental group (EG; N = 28) and one comparison group (CG; N = 30) were used in the study. While the comparison group taught traditional instruction, the experimental group received conceptual change text accompanied with computer animations instruction. Chemical bonding achievement test was applied as pre-test, post-test and delayed test to collect data. The results of the study indicated that while there is no statistically significant difference between groups in pre-test, performance of EG students is greater than the CG ones in post-test and delayed test. And also, the EG students are better in remediating their alternative conceptions related to chemical bonding. Based on the study, it is concluded that conceptual change texts combined with computer animations can be effective instructional tools to improve students’ conceptual understanding of chemical concepts.     

Self-regulated learning through writing on computers: Consequences for reading comprehension

The overall aim for the present study was to analyze the consequences for reading ability among the children of a computer supported self-regulated learning environment in grade two. By means of a quasi-experimental design in a natural setting, an experimental group (n = 39) was compared to a control group from a national sample (n = 3409) on reading comprehension. The statistical analyses showed that the experimental group achieved better on reading comprehension both as a group (p < .001) as well as girls (p < .001) and boys (p < .05) separately. The proportion of high achievers was higher, and the proportion of low achievers was lower in the experimental group. In order to explain the level of reading comprehension in the experimental group Structural Equation Modelling (SEM) was used. The main explanatory factor for reading comprehension was writing with β = .44. As a tentative conclusion it was suggested that the extended writing in combination with the self-regulated learning environment can promote reading comprehension in grade two, whereas home literacy had no impact on reading comprehension in this context.     

Providing remote accessible field trips (RAFT): an evaluation study

RAFT (Remote Accessible Field Trips) provides the possibility for students to participate in field trips from remote locations. This paper reports on two studies to test the RAFT concept. The first study used video-mediated communication (VMC) to allow students to communicate with experts. The second study tested students’ experiences of using off-the-shelf technologies to transfer data while assigned with specific roles. Participants were school students aged 11–18 years. The findings showed RAFT resulted in high levels of interest and was both positive and engaging for students. An increase in student interest in topic (p < 0.05) was reported in the second study. It is argued that these aspects of RAFT are of benefit to students and further developments are discussed.     

Innovations in science teacher education: Effects of integrating technology and team-teaching strategies

The purpose of this study was to integrate technology and team-teaching techniques into science teacher education method courses in order to explore the effects of such integration on preservice teachers. The participants included one instructor and a total of 42 preservice teachers. A technology team-teaching model (TTT) was designed in this study to restructure science method courses with technology. This study used a mixed-method design, incorporating both quantitative and qualitative techniques. The results revealed that there were significant differences in “designing an appropriate science topic to be taught with technology” and “integrating computer activities with appropriate pedagogy in classroom instruction” (F = 5.260, p < 0.05, and F = 10.260, p < 0.01, respectively). The results also showed that the TTT model could enhance the integration of science teaching theories and practice. Team-teaching technique facilitated the integration of technology in science lesson design and teaching practice, and enhanced friendship through interaction. The TTT model could better the science learning experience of preservice teachers and serve as useful reference for other teacher education institutes.     

Discrete logarithm based additively homomorphic encryption and secure data aggregation

At PKC 2006, Chevallier-Mames, Paillier, and Pointcheval proposed discrete logarithm based encryption schemes that are partially homomorphic, either additively or multiplicatively and announced an open problem: finding a discrete logarithm based cryptosystem that would help realize fully additive or multiplicative homomorphism. In this study, we achieve this goal by enclosing two opposite settings on the discrete logarithm problems (DLP) simultaneously: the first setting is that DLP over Z_p0 (where p₀ − 1 is smooth) is used to encode messages, while the second setting is that DLP over Z_p (where p − 1 is non-smooth, i.e., containing large prime factors) is used to encrypt plaintexts. Then, based on the proposed scheme, novel protocols for secure data aggregation in wireless sensor networks are presented. Finally, taking Paillier’s factoring-based additively homomorphic encryption schemes as the reference framework, we present detailed performance comparisons and further enhancement.     

Serious games and learning effectiveness: The case of It’s a Deal!

Although the value of serious games in education is undeniable and the potential benefits of using video games as ideal companions to classroom instruction is unquestionable, there is still little consensus on the game features supporting learning effectiveness, the process by which games engage learners, and the types of learning outcomes that can be achieved through game play. Our aim in this discussion is precisely to advance in this direction by providing evidence of some of the factors influencing the learning effectiveness of a serious game called It’s a Deal! This serious game was created for the purpose of teaching intercultural business communication between Spaniards and Britons in business settings in which English is used as the lingua franca. This paper hypothesizes that the immersive, all-embracing and interactive learning environment provided by the video game to its users may contribute to develop and enhance their intercultural communicative competence. The study attempts to answer three main research questions: (a) after playing It’s a Deal!, did the students sampled improve their intercultural awareness, intercultural knowledge and intercultural communicative competence in business English? (b) If they improved their intercultural learning, what are the factors influencing such improvement? And (c) if they did not improve their intercultural learning, what are the factors influencing such failure? The game participants who volunteered to take part in the study were all students of English Studies at the University of Alicante in the academic year 2010-2011. One hundred and six students completed both the pre-test and the post-test questionnaires, and played It’s a Deal! A sample of fifty students was selected randomly for the empirical study. The results obtained in the tests performed were compared and contrasted intra-group, both qualitatively and quantitatively, for the purpose of finding any statistically significant difference that may confirm whether or not there was an improvement in the students’ intercultural communicative competence in business English as a result of the implementation of the It’s a Deal! serious game. Findings of this study demonstrate that the video game is an effective learning tool for the teaching of intercultural communication between Spaniards and Britons in business settings in which English is used as the lingua franca. In particular, whereas the game had a small learning effect on intercultural awareness and a medium learning effect on intercultural knowledge, it had a large learning effect on intercultural communicative competence. The study also documents correlating factors that make serious games effective, since it shows that the learning effectiveness of It’s a Deal! stems from the correct balance of the different dimensions involved in the creation of serious games, specifically instructional content, game dimensions, game cycle, debriefing, perceived educational value, transfer of learnt skills and intrinsic motivation.     

Absorption,dissociation, locus of control and presence in virtual reality

The present study aimed to explore the relationship between a number of psychological variables and a reported sense of presence in immersive virtual reality (IVR). It was hypothesised that participants’ scores on measures of absorption, dissociation, and external locus of control would be positively and significantly correlated with a measure of their sense of presence in IVR. A total of 64 people took part. Significant correlations were found between presence and dissociation (r = 0.403, p < 0.01), and presence and locus of control (r = 0.268, p < 0.05). However, the correlation between presence and absorption was not significant (r = −0.037, p = 0.386). The findings reported here suggest a complex interrelationship of psychological variables in relation to presence in IVR that warrants further research.     

Intensive use of ICT in school: Developing differences in students’ ICT expertise

The purpose of the study was to examine the development of students’ high-level computer skills and competence (student expertise) in information and communication technology (ICT), and to examine the characteristics of such expertise. Eighteen lower secondary school students, selected to represent both genders and all school achievement levels, were given laptops for three years to be used both at school and at home. The data of the longitudinal study consisted of a test on ICT skills; self-evaluation questionnaires on ICT competence, thoughts about their own expertise, ICT-related activities and task, interest in ICT, and classroom observations. The results of the study indicated that the intensive use of ICT and the process-oriented learning environment supported the development of student expertise. In the analysis, three groups were identified, which oriented themselves somewhat differently in relation to ICT: student experts (n = 6), advanced users (n = 8) and non-interested users (n = 4). The experts differed from the other groups in respect of especially focusing on advancing their ICT skills; they had undertaken ICT-related tasks outside the school, they had metacognitive consciousness about their competence, and they had future plans concerning ICT in their further education and profession.     

Effects of constructing versus playing an educational game on student motivation and deep learning strategy use

In this study the effects of two different interactive learning tasks, in which simple games were included were described with respect to student motivation and deep strategy use. The research involved 235 students from four elementary schools in The Netherlands. One group of students (N = 128) constructed their own memory ‘drag and drop’ game, whereas the other group (N = 107) played an existing ‘drag and drop’ memory game. Analyses of covariance demonstrated a significant difference between the two conditions both on intrinsic motivation and deep strategy use. The large effect sizes for both motivation and deep strategy use were in favour of the construction condition. The results suggest that constructing a game might be a better way to enhance student motivation and deep learning than playing an existing game. Despite the promising results, the low level of complexity of the games used is a study limitation.