A concept map-embedded educational computer game for improving students' learning performance in natural science courses

Many recent studies have reported the benefits of educational computer games in promoting students' learning motivations. On the other hand, however, the effect of digital game-based learning in improving students' learning performance has been questioned. Several previous studies have reported that without properly integrating learning strategies into gaming scenarios, the effectiveness of educational computer games could be limited, or may be even worse than that of the conventional technology-enhanced learning approach. In this study, a concept map-embedded gaming approach is proposed for developing educational computer games by integrating concept mapping as part of the gaming scenarios to help students organize what they have learned during the game-based learning process. Moreover, a role-playing game has been developed for an elementary school natural science course based on the proposed approach. From the experimental results, it is found that the concept map-embedded gaming approach can significantly improve the students' learning achievement and decrease their cognitive load. Moreover, the students who learned with the proposed approach revealed a significantly higher degree of perceived usefulness than those who learned with the conventional game-based learning approach.     

Video game playing in the general adult population of Germany: Can higher gaming time of males be explained by gender specific genre preferences?

BackgroundPrior studies observed involvement with video games to vary between different sociodemographic strata with considerable higher gaming time in males compared to females. However, empirical evidence explaining the gender gap in gaming time is still scarce. The present study aims to evaluate if the higher gaming time can be attributed to gender specific game genre preferences.MethodsA nationwide representative survey comprising 3073 participants aged 16–93 years (M = 49.1; SD = 18.2) was conducted. Video game use and genre preferences were assessed via a written questionnaire. OLS regression and subsequent mediation analyses were used to determine significant predictors of gaming time and to evaluate the contribution of genre preferences.ResultsHigher age, high education and employment predicted lower gaming time whereas male gender and the preference of certain game genres predicted higher gaming time. Mediation analyses revealed that the higher gaming time of males is fully mediated by the higher preference of role-playing and shooter games among this gender group.ConclusionThe higher gaming time of men is fully accounted for by the male specific preference for certain game genres. Future research should address the functional connection between genre preferences and gaming behavior in further detail.     

Combining experiences of race gaming and natural driving affects gaze location strategy in simulated context

Abstract

The aims of the study were to investigate the effects of race gaming experience in playing racing video games on gaze behaviour and performance of drivers and the effects of natural driving experience on gaze behaviour and performance of gamers. Thirty participants, divided into drivers-gamers, drivers-non-gamers and non-drivers-gamers, were asked to drive in a race circuit as fast as possible while their eye movements were recorded. Drivers-gamers spent more time looking at the lane than non-drivers-gamers. Furthermore, drivers-gamers performed greater number of fixations towards the speedometer and showed faster performance in the racing task than the drivers-non-gamers. Combining natural driving and race gaming experiences changed the gaze location strategy of drivers.

Practitioner summary: Racing video games practitioners have high propensity to exhibit attitudes and intentions of risky driving behaviour. Combining natural driving and race gaming experiences affects gaze behaviour strategy of drivers.

Abbreviations: DG: Drivers-gamers; DNG: Drivers-non-gamers; NDG: Non-drivers-gamers; AOIs: Areas of Interest; r-NUMFIX: Relative number of fixations; r-DURFIX: Relative fixations duration     

Students' attitudes toward playing games and using games in education: Comparing Scotland and the Netherlands

Games-based learning has captured the interest of educationalists and industrialists who seek to exploit the characteristics of computer games as they are perceived by some to be a potentially effective approach for teaching and learning. Despite this interest in using games-based learning there is a dearth of empirical evidence supporting the validity of the approach covering the wider context of gaming and education. This study presents a large scale gaming survey, involving 887 students from 13 different Higher Education (HE) institutes in Scotland and the Netherlands, which examines students' characteristics related to their gaming preferences, game playing habits, and their perceptions and thoughts on the use of games in education. It presents a comparison of three separate groups of students: a group in regular education in a Scottish university, a group in regular education in universities in the Netherlands and a distance learning group from a university in the Netherlands. This study addresses an overall research question of: Can computer games be used for educational purposes at HE level in regular and distance education in different countries? The study then addresses four sub-research questions related to the overall research question:

• •What are the different game playing habits of the three groups?
• •What are the different motivations for playing games across the three groups?
• •What are the different reasons for using games in HE across the three groups?
• •What are the different attitudes towards games across the three groups?

To our knowledge this is the first in-depth cross-national survey on gaming and education. We found that a large number of participants believed that computer games could be used at HE level for educational purposes and that further research in the area of game playing habits, motivations for playing computer games and motivations for playing computer games in education are worthy of extensive further investigation. We also found a clear distinction between the views of students in regular education and those in distance education. Regular education students in both countries rated all motivations for playing computer games as significantly more important than distance education students. Also the results suggest that Scottish students aim to enhance their social experience with regards to competition and cooperation, while Dutch students aim to enhance their leisurely experience with regards to leisure, feeling good, preventing boredom and excitement.     

An instrument to build a gamer clustering framework according to gaming preferences and habits

In the era of digital gaming, there is a pressing need to better understand how people's gaming preferences and habits affect behavior and can inform educational game design. However, instruments available for such endeavor are rather informal and limited, lack proper evaluation, and often yield results that are hard to interpret. In this paper we present the design and preliminary validation (involving N = 754 Spanish secondary school students) of a simple instrument that, based on a 10-item Game Preferences Questionnaire (GPQ), classifies participants into four ‘clusters’ or types of gamers, allowing for easy interpretation of the results. These clusters are: (1) Full gamers, covering individuals that play all kinds of games with a high frequency; (2) Hardcore gamers, playing mostly first-person shooters and sport games; (3) Casual gamers, playing moderately musical, social and thinking games; and (4) Non-gamers, who do not usually play games of any kind. The instrument may have uses in psychology and behavioral sciences, as there is evidence suggesting that attitudes towards gaming affects personal attitudes and behavior. Besides, we propose applying the instrument to help designers of educational games to get better tailored their games to their target audiences.     

The effects of cognitive capacity and gaming expertise on attention and comprehension

Educational video games can impose high cognitive demands on its users. Two studies were conducted to examine the cognitive process involved in playing an educational digital game. Study 1 examined the effects of users' working memory capacity and gaming expertise on attention and comprehension of the educational messages. The results showed that gaming experts seem to benefit more from having a higher working memory capacity when processing information from the game. However, gaming experts' available working memory did not predict better comprehension. Instead, non‐experts' available working memory predicted better comprehension. Study 2 further examined whether these results were caused by insufficient working memory allocation or different attention focus between gaming experts and non‐experts. The findings suggest that gaming experts approach the game differently from non‐experts, focusing on familiar features and overlooking unfamiliar (educational) information.     

Learning through playing Virtual Age: Exploring the interactions among student concept learning,gaming performance,in-game behaviors,and the use of in-game characters

Video games possess many unique features that facilitate learning. Meanwhile, teaching about evolution is never an easy task due to the existence of some barriers to its learning. Virtual Age, therefore, has been developed in an attempt to harness the power of gaming to increase student understanding of biological evolution. The aim of this study was to examine whether Virtual Age is effective for learning about evolution and to further explore the interplay of student concept learning, gaming performance, and in-game behaviors. A total of 62 7th graders took part in the study, and significant findings were revealed. The students did learn by playing Virtual Age, and their long-term knowledge retention was promising. The in-game behaviors, such as times and duration of viewing the relevant information embedded in Virtual Age, were significantly related to gaming performance (game score), which subsequently influenced learning outcomes. Moreover, the results of cluster analysis indicated that three clusters of low learning outcomes/low gaming performance, high learning outcomes, and high gaming performance emerged. Overall, Virtual Age is an effective game for learning about evolution based on its sound and sophisticated design. Implications derived from the study and suggestions for future work are proposed.     

Acceptance and use of virtual reality games: an extension of HMSAM

Virtual reality (VR) is considered as one of the technological megatrends of 2020s, and today, VR systems are used in various settings, digital gaming being among the most popular ones. However, there has been a dearth of understanding regarding the central factors behind VR gaming acceptance and use. The present study therefore aimed to explain the factors that drive the use and acceptance of VR games. We extended the hedonic-motivation system acceptance model with utilitarian and inconvenience factors to capture the pertinent features of VR systems more holistically. We proposed a theoretical model and analyzed it through covariance-based structural equation modeling using an online survey sample of 473 VR gamers. Our findings help explain the role of different antecedents behind VR gaming acceptance and demonstrate that VR gaming is driven more by the hedonic gaming aspects than by the utilitarian health and well-being aspects of VR games, enjoyment being the strongest driver behind VR gaming intention and immersion. Moreover, findings also suggested that use intentions and immersion levels are not significantly diminished by physical discomfort and VR sickness. The findings, which potentially extend to other VR systems as well, also pose important implications for the providers of VR games. As the main contribution, based on our empirical findings, we provide a greater theoretical understanding on VR gaming acceptance and use.

     

The influence of collaboration styles to children’s cognitive performance in digital problem-solving game “William Adventure”: A comparative case study

Since a large variety of digital games have been used in many fields for educational purposes, their real functions in learning have caught much attention as well. This study first defines learning characteristics of problem-solving digital games and their corresponding cognitive levels, then designs and develops a problem-solving game in accordance to the criteria. Tasks in the game context are inter-related to each other so that players need to critically and creatively think about problem solutions. Learners’ task analyses are performed to observe four elementary learners’ gaming paths, behaviors and cognitive activities, individually and collaboratively. System documentation, video recording, researcher observation, and interviews are conducted to analyze learners’ learning strategies and their cognitive performance during the gaming process.     

The Game of Reading and Writing: How Video Games Reframe Our Understanding of Literacy

This essay focuses on how video games both highlight our traditional assumptions about reading and writing and suggest alternative paradigms that combine the new and the traditional:

•

Play. Video games reveal how pleasure and desire are inherent to the reading and writing process. This dimension of gaming helps explain why video games can produce resistance in terms of approaches to writing instruction grounded in maintaining the cultural distinction between play and work.

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Authority. The interactivity of video games complicates questions of who authors and authorizes meaning in a discourse community. Video game players are simultaneously readers and writers whose gaming decisions are inscribed within a certain horizon of possibilities but not predictability. The video game is an inherently dialogic discursive space that problematizes the institutionalized distinction between “reading” and “writing”

•

Return to the visual. The case of video games not only helps restore the understanding of writing as a visual form of communication but also challenges the apparent static quality of the printed text, emphasizing the temporal quality of all communication. In so doing, the study of video games promises to fundamentally rewrite the conceptual binary of process and product in composition pedagogy.

     

“Critic-proofing” of the cognitive aspects of simple games

This paper posits the use of computer games as cognitive development tools that can provide players with transferable skills suitable for learning in the 21st century. We describe a method for categorizing single-player computer games according to the main cognitive function(s) engaged in by the player during gaming. Categorization was done in collaboration with a neuropsychologist, academic researchers, and research assistants. Twelve research assistants, mostly domain novices, were trained to categorize games according to a cognitive matrix developed by the neuropsychologist. They also categorized the games, and evaluated and commented on the relevance of the neuropsychologist's categorization of the games. Through the process of “critic proofing,” computer games were reliably classified into primary and secondary cognitive categories, and the team was able to identify problems with both the categorization of certain games and the definitions of some of the cognitive functions in our cognitive matrix. Such an approach allowed for the identification of under-populated cognitive categories in the project's existing repository of games, and for further development of the cognitive representation framework, information useful for both researchers and designers in the gaming industry.     

Parental acceptance of digital game-based learning

In research about digital game-based learning, the likely negative perceptions of parents are often enlisted as a barrier toward the adoption of games in classroom settings. Teachers, students and policy makers appear to be influenced by what parents think about games in the classroom. Therefore, it is important to study these parental beliefs about games. The present research develops and validates a path model to explain and predict parental acceptation of video games in the classrooms of their children. The hypothetical model was found reliable and valid, based on a survey of 858 parents with at least one child in secondary education. Overall, the results show that 59% of the variance in parents’ preference for video games can be explained by the model comprising hypotheses about learning opportunities, subjective norm, perceived negative effects of gaming, experience with video games, personal innovativeness, and gender.     

Alternative goal structures for computer game-based learning

This field study investigated the application of cooperative, competitive, and individualistic goal structures in classroom use of computer math games and its impact on students’ math performance and math learning attitudes. One hundred and sixty 5th-grade students were recruited and randomly assigned to Teams–Games–Tournament cooperative gaming, interpersonal competitive gaming, individualistic gaming, and the control group. A state-standards-based math exam and an inventory on attitudes toward mathematics were used in pretest and posttest. Students’ gender and socioeconomic status were examined as the moderating variables. Results indicated that even though there was not a significant effect of classroom goal structure in reinforcing computer gaming for math test performance, game-based learning in cooperative goal structure was most effective in promoting positive math attitudes. It was also found that students with different socioeconomic statuses were influenced differently by gaming within alternative goal structures.

Digital eco-art: transformative possibilities

Abstract

Cave paintings bear witness that, early in human cultural development, art and the means to create it (technology) became a method of expression and translation of human interconnectedness with nature defined as the non-human-made world. Contemporary new media artists interacting with nature through the medium of digital technologies in situ continue this exploration within the genre referred to as “digital eco-art”. LocoMotoArt, an independently powered creative field system, was used as a vehicle for conducting media arts practice in natural settings during a three-year qualitative field research project. Findings indicate that human–technology–nature interconnectedness is a possible conduit for establishing a role for digital technology beyond social networking, computing, information gathering and gaming to engage with nature. We argue that digital eco-artists are at the vanguard of creating a new sense of aesthetic and environmental engagement, proportions of which emerge as transformative possibilities. The art experience of digital eco-art can change from being a contemplative one to a living experience.     

Craving for internet games? Withdrawal symptoms from an 84-h abstinence from Massively Multiplayer Online gaming

This qualitative study examined the psychological consequences of an 84-h Internet gaming abstinence period for young adults with and without Internet gaming disorder. Using a repeated-measures online survey methodology, participants were asked to abstain and then describe their craving for Internet games, including any coping strategies used to manage craving, and to reflect on the positive and negative aspects of gaming abstinence. A total of 155 written responses were gathered from 24 participants (M_age = 24.6 years, SD = 5.8), including 9 who met the criteria for Internet gaming disorder, recruited from online gaming communities. Participants completed a series of seven online surveys containing open-ended questions before, during, and after abstaining from Massively Multiplayer Online games. The results revealed several key themes, including: (1) internal and external cues that elicit craving for Internet games; (2) beliefs and assumptions about Internet gaming experiences; (3) negative affect related to abstinence; (4) coping strategies for managing craving; (5) beneficial outcomes in behavioral and cognitive domains, including adjustments to gaming-specific activities; and (6) negative outcomes such as unwanted emotional and cognitive states, and social isolation. Notably, participants' reactions to gaming abstinence could be broadly characterized as boredom and a drive for mental stimulation, which seemed somewhat inconsistent with the DSM-5 criterion of withdrawal. These data provide new insights to guide clinical conceptualization and interventions for problematic patterns of Internet gaming behavior.     

Avatar economies: affective investment from game to platform

ABSTRACT

Video game avatars have been understood as a key site of players’ “affective investment” in play and games. In this article, we extend this conversation to explore the avatar’s role in engaging players with gaming platforms. Through a case study of Team Fortress 2 (Valve Software, 2007) and the Steam platform, we demonstrate the avatar’s function beyond gameworlds as a tool for encouraging certain kinds of play. Team Fortress 2, we argue, is a crucial testing ground for Valve’s experiments with gaming economies via the Steam platform. By extension, we show the importance of video game avatars for encouraging affective investment in platforms more broadly, including Microsoft’s Xbox Live, PlayStation Network and even workplace dashboards.     

Relating video game exposure,sensation seeking,aggression and socioeconomic factors to school performance

ABSTRACT

The time displacement hypothesis has been widely used to explain the effects of media use on academic performance. This approach has been criticised for its monocausality and weak explanatory power. Utilising a combination of different theoretical perspectives is better suited than utilising only one. Considering displacement, excitement, attraction and third variable hypothesis, this paper argues that the relation between video game use and school performance is not the same for all types of gamers by considering the influence of socioeconomic, psychological and contextual factors. It investigates how gaming patterns (frequency, time of day) and psychological characteristics (sensation seeking, aggression) are related to academic performance for primary and secondary school students. Five hundred and seven students from five primary and four secondary schools in Singapore participated in a paper-pencil survey. Results showed support for a combination of displacement and third variable hypothesis, as overall time spent on video games was negatively associated with primary school children’s and active gamers’ school performances. There was no significant relationship for secondary school children. For primary school children who play games in the morning and afternoon, video game use was negatively associated with school performance. There was no support for the attraction and excitement hypotheses.     

Computer game development as a literacy activity

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 including digital resources, editing skills, and develop an insight into questioning skills.     

The explicit and implicit outcome expectancies of Internet games and their relationships with Internet gaming behaviors among college students

Although previous research has noted that outcome expectancies have played an important role in young people’s risk-taking behaviors, few studies have focused on the characteristics of Internet gaming outcome expectancies and their relationships with college students’ Internet gaming behaviors. This study combined self-report questionnaires and the go/no-go association task in examining the characteristics of the explicit and implicit Internet gaming outcome expectancies of 64 college students and their relationships with Internet gaming behaviors. The results indicated that Internet gaming-addicted college students explicitly reported more negative Internet gaming outcome expectancies than positive Internet outcome expectancies, while they unconsciously associated Internet games with positive and negative outcomes simultaneously in daily life. In contrast, the non-addicted group reported a neutral attribute toward Internet gaming outcome expectancies, while they implicitly associated Internet games more with negative outcomes than with positive outcomes in daily life. Moreover, explicit and implicit outcome expectancies did not exhibit significant correlations. Explicit outcome expectancies were correlated with present levels of addiction and indulgence, whereas implicit outcome expectancies were related to the length of time that an individual maintained Internet gaming behavior. Our findings have clinical implications. The findings can be applied to the diagnosing and intervention of Internet gaming addicts.     

A Pedagogy of Play: Integrating Computer Games into the Writing Classroom

Traditional distinctions between work/play and classroom/gamespace create barriers to computer games’ integration into academic settings and the writing classroom in particular. For a writing class, the work/play distinction often relegates games to an object of analysis in which students critique the games but have little invested in the gameplay itself. After examining briefly how historical changes in education created these distinctions, we offer an alternative position that places play and gamespace within the realm of the classroom. In so doing, we open up a gap for computer game theory to inform the pedagogy that can be practiced in a writing classroom. We show one such example of game theory informing writing pedagogy—the theory of emergent gaming. We then offer an example of an enacted emergent pedagogy in which students play the massively multiplayer online role-playing game World of Warcraft throughout the term, composing self-determined, rhetorically focused writing projects informed by play and written for other game players.