The Impact of Fulfilling a Desire for Idealism on Task Engagement and Enjoyment in Digital Games

2020 ◽  
pp. 162-178
Author(s):  
Owen Schaffer ◽  
Xiaowen Fang
Keyword(s):  
Digital Games ◽  
Task Engagement ◽  
The Impact

The Impact of Informative Tutoring Feedback and Self-Efficacy on Motivation and Achievement in Concept Learning

2004 ◽  
Vol 51 (3) ◽  
pp. 214-228 ◽  
Author(s):  
Susanne Narciss
Keyword(s):  
Self Efficacy ◽  
Task Engagement ◽  
Future Research ◽  
Task Completion ◽  
Multiple Response ◽  
Self Evaluation ◽  
Outcome Feedback ◽  
Task Motivation ◽  
The Impact ◽  
Motivation And Achievement

Abstract. Informative tutoring feedback (ITF) provides assisted multiple response tries by offering strategically useful information for task completion as opposed to simply offering the solution. Previous studies on ITF focused on its effects on achievement. The present studies examine the assumption that ITF affects not only achievement, but also motivational variables such as task engagement, effort, persistence, and satisfaction with performance. In two experiments, students differing in self efficacy (SE) for identifying concepts worked on concept identification tasks. In cases of incorrect hypothesis about the concept, they received either outcome feedback or ITF. Results reveal that motivation and achievement depend on both SE and type of feedback. Future research should examine in more detail how ITF affects the self-enhancing processes between on-task motivation, achievement, and self-evaluation.

scholarly journals Serious Games and Board Games Versus Cultural Changes

2020 ◽  
Vol 30 (3) ◽  
pp. 257-270
Author(s):  
Jakub Lickiewicz ◽  
Patricia Paulsen Hughes ◽  
Marta Makara-Studzińska
Keyword(s):  
Computer Games ◽  
Serious Games ◽  
Educational Games ◽  
Digital Games ◽  
Educational Process ◽  
Cultural Changes ◽  
Board Games ◽  
Human Functioning ◽  
The Impact

The impact of computer games on human functioning has become the sub­ject of many studies and scientific reports. With the development of technol­ogy, games have transcended boards and become part of the video entertain­ment industry. However, technology did not end traditional games. It was only a matter of time before games were extended to other areas of life. Because games were so popular, educators found that students engage quickly with educational games. The article explains the aspects of serious games (SG), which are defined as digital games used for purposes other than entertain­ment. It describes the areas in which games can be used in the educational process, their effectiveness, and controversies regarding their use.

Games-Based Learning in the Classroom and How it can Work!

2009 ◽  
pp. 274-286 ◽  
Author(s):  
Helen Routledge
Keyword(s):  
Young People ◽  
Learning Styles ◽  
Digital Divide ◽  
Real World ◽  
Digital Games ◽  
Practical Guide ◽  
The Impact ◽  
Changing Role ◽  
Theoretical Overview

Based on real-world experiences using a variety of digital games, this chapter presents a guide for teachers on how to use games-based learning in the classroom. Beginning with a theoretical overview of the change in learning styles and the growing digital divide, the impact that games have had on young people will be discussed. The limitations faced and ways to overcome these to create effective pedagogical experiences when using games will follow. The second half of this chapter aims to provide a practical guide for teachers wishing to integrate games into their classrooms, beginning with an overview of the changing role of the teacher, moving onto preparation guidelines, before finally discussing assessment and practical implementations.

scholarly journals The Impact of Technology Factors Beyond School on Eighth-Grade Math Achievement

2020 ◽  
Vol 5 (2) ◽  
pp. 1
Author(s):  
Nancy Ann Hajduk ◽  
Mingyuan Zhang
Keyword(s):  
Secondary Data ◽  
Digital Games ◽  
Negative Effects ◽  
Math Assessment ◽  
Assessment Scores ◽  
Frequent Use ◽  
8Th Grade ◽  
Impact Of Technology ◽  
The Impact ◽  
Website Use

This study examined the relationship between technology factors students use beyond school and their standardized math assessment scores. Student frequency of seeking math help online, playing digital games involving math, and programming computers outside of school were studied. An analysis of data taken from the National Assessment of Educational Progress (NAEP) dataset was done to compare student responses from survey data to mathematics achievement scores of 8th-grade students. This secondary data analysis was completed using multiple t-tests to compare means and determine significance. Results found in this study showed that beyond school, frequent use (daily or almost) of websites for math homework help, playing digital games involving, and programming computers had negative effects on scores. Once/twice a year or month scored better than never for website use and digital games, while never programming scored higher than all other frequencies. Students may benefit from instructional guidance as to which websites are most beneficial for homework help with math. An effort to help students recognize math use in digital games may increase their awareness and intentional use outside of school. Early classroom instruction on computer programming may help provide a better understanding of its relationship with mathematics.

Digital Games and Independent Learning

2013 ◽  
Vol 333-335 ◽  
pp. 2183-2186
Author(s):  
Bo Yang Xie ◽  
De Cai Zhao
Keyword(s):  
Positive Emotions ◽  
Digital Games ◽  
Independent Study ◽  
Independent Learning ◽  
Digital Game ◽  
Self Confidence ◽  
Experimental Teaching ◽  
Integration Of Learning ◽  
Favorable Conditions ◽  
The Impact

[Objective] The research of digital games characteristics and connotations are to explorecreating favorable conditions of independent study; to analyze the learning motivation, learningactivities and process, self-confidence, aesthetic ability of students during the activities of thedigital game, to learn the impact of creativity.[Methods] Simulation, experimental teaching, thecomparison of experimental and traditional teaching methods are used. [Results] The experimentsshow that the vast majority of learners on the digital game for learners to create learning conditionsand elements, as well as to develop learners' abilities and have made a positive evaluation (M= 4.059, SD = 0.732). Endorsement or in favor of digital games very much are to improve theircapacity for cooperation and autonomy which accounted for 93.6% and 78.2% respectively;endorsement or in favor of such an environment favorable to learning accounted for 78.4%; that thelearning environment for students to learn positive emotions accounted for 95.8%; 87.1% of the testthat the environment to cultivate their sense of learning. [Conclusion] Digital game provides theindependent study of effective resources, environment, elements, activities and processes, but alsocontains the self-motivation to learn; digital game activities contributed to enhancing learners'self-confidence, aesthetic skills, creativity, help to lead to a research study of the learners; aneffective way of learning is the integration of learning and entertainment.

The Impact of Automation Reliability and Operator Fatigue on Performance and Reliance

2016 ◽  
Vol 60 (1) ◽  
pp. 211-215 ◽  
Author(s):  
Ryan W. Wohleber ◽  
Gloria L. Calhoun ◽  
Gregory J. Funke ◽  
Heath Ruff ◽  
C.-Y. Peter Chiu ◽  
...  
Keyword(s):  
Significant Interaction ◽  
High Reliability ◽  
Task Engagement ◽  
Time On Task ◽  
Operator Fatigue ◽  
Aerial Vehicle ◽  
And Performance ◽  
Automated Decision Making ◽  
The Impact ◽  
Multi Uav

Reliability of automation is known to influence operator reliance on automation. What is less understood is how the influence of reliability and the effects of operator fatigue might interact. The present study investigated the impact of automation reliability on accuracy and reliance and how this impact changes with level of fatigue during simulated multiple unmanned aerial vehicle (UAV) operation. Participants ( N = 131) completed a two-hour simulated multi-UAV mission assisted by an automated decision making aid of either high or low reliability. A decrease in subjective task engagement and performance over time marked the induction of passive fatigue by the mission. Participants were more trusting in the high reliability condition than in the low reliability condition. Finally, reliance decreased with time at any reliability, but a significant interaction between reliability and time on task indicated that the decrease was of smaller magnitude when the automation was reliable.

scholarly journals Exploring the impact of freeform gameplay on players’ experience: an experiment with maze games at varying levels of freedom of movement

2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Sotiris Kirginas ◽  
Dimitris Gouscos
Keyword(s):  
Primary School ◽  
Serious Games ◽  
Digital Games ◽  
Digital Game ◽  
Freedom Of Movement ◽  
Lower Extent ◽  
Lead Users ◽  
Research Experiment ◽  
The Impact ◽  
Player Experiences

This paper describes an experiment which aims to examine whether different versions of the same game, which differ only in terms of freedom of movement that incurs varying degrees of freeform gameplay, elicit different kinds of player experiences. Seventy one children aged 9 and 11 from a Greek primary school participated in a research experiment with these different game versions. Post-tests were used to measure the children’s opinion of these games and differences in the appeal of the versions were then attributed to the feature of freeform gameplay. The findings from the study demonstrated that the digital game that offers the greatest extent of freeform gameplay led to better gaming experience than the digital games with lower extent of freeform gameplay. The main contribution of the paper, therefore, is that the research conducted provides some evidence that freeform gameplay is an important factor of positive gaming experience, and as such it should be optimized. This can only be done by considering at the same time the cognitive capabilities and pre-existing skills and knowledge of users, in the sense that only a level of freeform gameplay harmonized with user capabilities can lead users to learn, which is the ultimate goal of serious games.

A Window on Digital Games Interactions in Home Settings

2009 ◽  
pp. 127-145 ◽  
Author(s):  
Elhanan Gazit
Keyword(s):  
Learning Environments ◽  
Digital Games ◽  
Building Blocks ◽  
Interactive Learning Environments ◽  
Design And Implementation ◽  
Close Observation ◽  
Real World Learning ◽  
Complex Relationships ◽  
The Impact

This chapter presents an analysis of the dynamics of children’s digital games interactions, which take place in their home surroundings, based on empirical case study. Since digital games have become one of the main building blocks in children’s world, there is a need to examine the impact of the widespread use of digital games in children’s everyday life. The study’s framework served as a window for close observation of the ways young children spontaneously play digital games and interact with each other. Theoretical implications for digital games research and the pedagogical implications regarding the design and implementation of interactive learning environments are discussed. In addition, there are methodological challenges of finding new pathways for studying the complex relationships between digital games and real-world learning interactions. The study’s findings and their implications could serve as a small step in perusing these challenges.

scholarly journals (Not) Playing Games: Player-Produced Walkthroughs as Archival Documents of Digital Gameplay

2011 ◽  
Vol 6 (2) ◽  
pp. 109-127 ◽  
Author(s):  
James Newman
Keyword(s):  
Virtual Worlds ◽  
First Principles ◽  
Digital Games ◽  
General Audience ◽  
Archival Documents ◽  
International Projects ◽  
The Subject ◽  
Popular Interest ◽  
Technical Solutions ◽  
The Impact

The subject of digital game preservation is one that has moved up the research agenda in recent years with a number of international projects, such as KEEP and Preserving Virtual Worlds, highlighting and seeking to address the impact of media decay, hardware and software obsolescence through different strategies including code emulation, for instance. Similarly, and reflecting a popular interest in the histories of digital games, exhibitions such as Game On (Barbican, UK) and GameCity (Nottingham, UK) experiment with ways of presenting games to a general audience. This article focuses on the UK’s National Videogame Archive (NVA) which, since its foundation in 2008, has developed approaches that both dovetail with and critique existing strategies to game preservation, exhibition and display.The article begins by noting the NVA’s interest in preserving not only the code or text of the game, but also the experience of using it – that is, the preservation of gameplay as well as games. This approach is born of a conceptualisation of digital games as what Moulthrop (2004) has called “configurative performances” that are made through the interaction of code, systems, rules and, essentially, the actions of players at play. The analysis develops by problematising technical solutions to game preservation by exploring the way seemingly minute differences in code execution greatly impact on this user experience.Given these issues, the article demonstrates how the NVA returns to first principles and questions the taken-for-granted assumption that the playable game is the most effective tool for interpretation. It also encourages a consideration of the uses of non-interactive audiovisual and (para)textual materials in game preservation activity. In particular, the focus falls upon player-produced walkthrough texts, which are presented as archetypical archival documents of gameplay. The article concludes by provocatively positing that these non-playable, non-interactive texts might be more useful to future game scholars than the playable game itself.

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