scholarly journals Learning Through Play; a Study Investigating How Effective Video Games Can Be Regarding Keyboard Education at a Beginner Level

2021 ◽  
Author(s):  
Jack Brett ◽  
Christos Gatzidis ◽  
Tom Davis ◽  
Panos Amelidis ◽  
Ning Xu ◽  
...  
2012 ◽  
Vol 2 (4) ◽  
pp. 18-40 ◽  
Author(s):  
Amer Ibrahim ◽  
Francisco Luis Gutiérrez Vela ◽  
Patricia Paderewski Rodríguez ◽  
José Luís González Sánchez ◽  
Natalia Padilla Zea

Learning through play is currently an effective and attractive educational strategy. However, are all educational video games (EVG) successful and do they always keep the player motivated? Here, the authors emphasize that the success of an EVG will be more achievable if the game quality is measured, and suggest the use of playability property as a suitable and effective tool to do this. To this end, they present a set of guidelines that are based on Educational Playability (Playability in EVG), which were compiled by analyzing the existing game guidelines to achieve a good EVG design, to form a basis for evaluating the EVG quality, acting as useful tools for developers to enhance videogame playability. The authors propose that through the use of guidelines an acceptable level of playability can be achieved and this ensures the players’ motivation, which is a complicated process requiring the consideration of many aspects (playful, educational, etc.).


Author(s):  
Amer Ibrahim ◽  
Francisco L. Gutiérrez Vela ◽  
Natalia Padilla Zea ◽  
José Luis González Sánchez

Learning through play is currently an effective and attractive educational strategy. Recently, many educational video games have failed because methods of analysis have not been used to discuss playability level in a structured way. Ensuring a good player experience characterized by playability requires cooperation and collaboration between game designers and educators. To this end, the authors have proposed a new set of patterns to support educational video game design and analysis. These patterns aim to facilitate the development of educational video games, summarize the essential information and requirements needed to understand a particular problem and the proposed solution, and present the interrelationships between educational video game components and playability attributes.


2021 ◽  
Author(s):  
K. Madhumathi ◽  
P. Senthil Selvam

The education in the early period provides the cognitive development of the child. Globally world organizations are thriving hard to increase the literacy percentage of the children, as education forms the base for the economic improvement of the country. Depending upon educational skills the individual will be placed in the appropriate job. Education in childhood is focused much on the past few decades. Learning through play is a traditional concept of developing the cognition level. At present, an educational scenario also focuses on Game-based pedagogy for teaching and learning. To some extent, this method will reduce school dropouts in developing countries. The children are more attracted to video games and the learning becomes easy for them. In this digital era, blooming technology is the milestone in the educational sector. The grandma’s game is now transforming into the digitalized version. Designing video games by keeping the concepts of traditional games will enhance the learning outcome of the students, especially in early education. Structured, goal-oriented, educational outcome-based video games are necessary to improve the growth and development of the children.


2009 ◽  
Vol 42 (19) ◽  
pp. 13
Author(s):  
LISA J. MERLO
Keyword(s):  

2020 ◽  
Vol 79 (2) ◽  
pp. 63-70
Author(s):  
Petr Květon ◽  
Martin Jelínek

Abstract. This study tests two competing hypotheses, one based on the general aggression model (GAM), the other on the self-determination theory (SDT). GAM suggests that the crucial factor in video games leading to increased aggressiveness is their violent content; SDT contends that gaming is associated with aggression because of the frustration of basic psychological needs. We used a 2×2 between-subject experimental design with a sample of 128 undergraduates. We assigned each participant randomly to one experimental condition defined by a particular video game, using four mobile video games differing in the degree of violence and in the level of their frustration-invoking gameplay. Aggressiveness was measured using the implicit association test (IAT), administered before and after the playing of a video game. We found no evidence of an association between implicit aggressiveness and violent content or frustrating gameplay.


2008 ◽  
Vol 67 (1) ◽  
pp. 41-50 ◽  
Author(s):  
Frithjof Staude-Müller ◽  
Thomas Bliesener ◽  
Stefanie Luthman

This study tests whether playing violent video games leads to desensitization and increased cardiovascular responding. In a laboratory experiment, 42 men spent 20 min playing either a high- or low-violence version of a “first-person shooter” game. Arousal (heart rate, respiration rate) was measured continuously. After playing the game, emotional responses to aversive and aggressive stimuli - pictures from Lang, Bradley, and Cuthbert’s (1999) International Affective Picture System - were assessed with self-ratings and physiological measurement (skin conductance). Results showed no differences in the judgments of emotional responses to the stimuli. However, different effects of game violence emerged in the physiological reactions to the different types of stimulus material. Participants in the high-violence condition showed significantly weaker reactions (desensitization) to aversive stimuli and reacted significantly more strongly (sensitization) to aggressive cues. No support was found for the arousal hypothesis. Post-hoc analyses are used to discuss possible moderating influences of gaming experience and player’s trait aggressiveness in terms of the General Aggression Model ( Anderson & Bushman, 2001 ) and the Downward Spiral Model ( Slater, Henry, Swaim, & Anderson, 2003 ).


GeroPsych ◽  
2018 ◽  
Vol 31 (4) ◽  
pp. 205-213 ◽  
Author(s):  
Kathryn L. Ossenfort ◽  
Derek M. Isaacowitz

Abstract. Research on age differences in media usage has shown that older adults are more likely than younger adults to select positive emotional content. Research on emotional aging has examined whether older adults also seek out positivity in the everyday situations they choose, resulting so far in mixed results. We investigated the emotional choices of different age groups using video games as a more interactive type of affect-laden stimuli. Participants made multiple selections from a group of positive and negative games. Results showed that older adults selected the more positive games, but also reported feeling worse after playing them. Results supplement the literature on positivity in situation selection as well as on older adults’ interactive media preferences.


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