Entertainment Video Games for Academic Learning: A Systematic Review

Entertainment video games are very popular among young audiences. Nevertheless, despite their potential to improve cognitive functioning, they are still studied rarely as a tool for digital game-based learning. To better understand video gaming practices’ value in the classroom, this article provides a systematic review of literature on the effect of entertainment video games on academic learning. Our literature search yielded 49 relevant intervention studies published between 2005 and 2019 that integrated entertainment video games into academic curricula from preschool to college. Our review revealed that entertainment video games can be an effective educational tool and are beneficial in almost all academic disciplines, particularly in foreign language and science. However, research on entertainment video gaming’s effects on academic learning is still not extensive enough and remains mostly qualitative. Future studies need to provide a quantitative approach to complete and confirm already-existing literature, particularly in the environmental and social sciences, physical education, and programming. Given entertainment video games’ popularity and benefits on cognition and learning, it seems essential to investigate their practical value further in the education sector and to determine the mechanisms that mediate their effects on academic learning.

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Using Video Gameplay to Measure Achievement for Students with Disabilities

Advances in Game-Based Learning - Handbook of Research on Gaming Trends in P-12 Education ◽

10.4018/978-1-4666-9629-7.ch016 ◽

2016 ◽

pp. 326-352 ◽

Cited By ~ 1

Author(s):

Benjamin Gallegos ◽

Michelle T. Kepple ◽

Caitlyn A. Bukaty

Keyword(s):

Academic Achievement ◽

Video Games ◽

Students With Disabilities ◽

Empirical Research ◽

21St Century ◽

Video Game ◽

Video Gaming ◽

Game Based Learning ◽

Games For Learning ◽

Educational Video Game

Video gaming in the classroom offers students and educators the opportunity to conceptualize learning in new ways and address 21st century skills. This construct appears in research-based literature by leading trans-disciplinary experts in the field of special education and video gaming. Empirical research has established the application of video games as leaning tools in schools, and the benefits of video games for students with disabilities (Ke & Abras, 2013). This chapter focuses on the benefits and use of educational video game based learning for students with disabilities. The authors discuss (1) current barriers hindering widespread adoption of video games for learning and assessment, (2) characteristics of video games being used for learning and assessment, (3) how gameplay data represents academic achievement for grading, and (4) the types of assessments available and considerations for implementation. Finally, the authors explore avenues to prepare educators to use video gaming for learning and assessment in classrooms for students with disabilities.

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Using Video Gameplay to Measure Achievement for Students with Disabilities

Special and Gifted Education ◽

10.4018/978-1-5225-0034-6.ch073 ◽

2016 ◽

pp. 1689-1717

Author(s):

Benjamin Gallegos ◽

Michelle T. Kepple ◽

Caitlyn A. Bukaty

Keyword(s):

Academic Achievement ◽

Video Games ◽

Students With Disabilities ◽

Empirical Research ◽

21St Century ◽

Video Game ◽

Video Gaming ◽

Game Based Learning ◽

Games For Learning ◽

Educational Video Game

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An Approach to Digital Game-based Learning: Video-games Principles and Applications in Foreign Language Learning

Journal of Language Teaching and Research ◽

10.17507/jltr.0906.04 ◽

2018 ◽

Vol 9 (6) ◽

pp. 1147 ◽

Cited By ~ 5

Author(s):

Ricardo Casañ Pitarch

Keyword(s):

Video Games ◽

Foreign Language ◽

Language Learning ◽

Low Cost ◽

Foreign Language Learning ◽

Target Language ◽

Digital Game ◽

Game Based Learning ◽

Technological Advances ◽

Present Decade

During the present decade, researchers and educators of different fields have increased their attention towards digital game-based learning. The rise of interest towards this approach is partially connected to some important technological advances during the same period of time, such as the Smartphone, enhanced Internet connection from mobile devices, diversity and spread of free and low-cost video-games and educational applications in e-stores, development of speech recognition systems and artificial intelligence, among others. More concretely, this research focuses on the area of foreign language learning, an educational field which requires that students gain not only a solid theoretical knowledge on grammar and vocabulary, but they also need to develop different communicative competences; and this implies rehearsing and experiencing the use of the target language. The purpose of this paper is to define some basic concepts related to digital game-based learning, such as gamification and serious games, and to introduce some theoretical principles on foreign language learning and acquisition through the use of video-games based on literature review. Finally, a connection among these elements will be discussed.

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Gambling-like video game practices: A cross-sectional study of links with problem gambling and disordered gaming

10.31234/osf.io/fh3vx ◽

2019 ◽

Author(s):

David Zendle

Keyword(s):

Video Games ◽

Problem Gambling ◽

Video Game ◽

Large Scale ◽

Significant Degree ◽

Cross Sectional Study ◽

Video Gaming ◽

Cross Sectional ◽

Streaming Services ◽

Clinically Significant

A variety of practices have recently emerged which are related to both video games and gambling. Most prominent of these are loot boxes. However, a broad range of other activities have recently emerged which are also related to both gambling and video games: esports betting, real-money video gaming, token wagering, social casino play, and watching videos of both loot box opening and gambling on game streaming services like Twitch.Whilst a nascent body of research has established the robust existence of a relationship between loot box spending and both problem gambling and disordered gaming, little research exists which examines whether similar links may exist for the diverse practices outlined above. Furthermore, no research has thus far attempted to estimate the prevalence of these activities.A large-scale survey of a representative sample of UK adults (n=1081) was therefore conducted in order to investigate these issues. Engagement in all measured forms of gambling-like video game practices were significantly associated with both problem gambling and disordered gaming. An aggregate measure of engagement was associated with both these outcomes to a clinically significant degree (r=0.23 and r=0.43). Engagement in gambling-like video game practices appeared widespread, with a 95% confidence interval estimating that 16.3% – 20.9% of the population engaged in these activities at least once in the last year. Engagement in these practices was highly inter-correlated: Individuals who engaged in one practice were likely to engage in several more.Overall, these results suggest that the potential effects of the blurring of lines between video games and gambling should not primarily be understood to be due to the presence of loot boxes in video games. They suggest the existence of a convergent ecosystem of gambling-like video game practices, whose causal relationships with problem gambling and disordered gaming are currently unclear but must urgently be investigated.

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Physical Therapy to Prevent Osteopenia in Preterm Infants: A Systematic Review

Children ◽

10.3390/children8080664 ◽

2021 ◽

Vol 8 (8) ◽

pp. 664

Author(s):

Galaad Torró-Ferrero ◽

Francisco Javier Fernández-Rego ◽

Antonia Gómez-Conesa

Keyword(s):

Systematic Review ◽

Preterm Infants ◽

Methodological Quality ◽

Bone Mineralization ◽

Exercise Program ◽

Risk Of Bias ◽

Quantitative Synthesis ◽

Comprehensive Search ◽

Design Characteristics ◽

Almost All

Background: During the last trimester of pregnancy, about 80% of the infant’s calcium is incorporated, and for this reason, preterm infants have less bone mineralization compared to those born at term. The aim of the present systematic review was to identify, evaluate and summarize the studies that deal with the effect of physiotherapy modalities in the prevention and treatment of osteopenia in preterm infants. Methods: A comprehensive search (09/2019–02/2021) using PubMed, Web of Science, SCOPUS, ProQuest, SciELO, Latindex, ScienceDirect, PEDro and ClinicalTrials.gov was carried out. The following data were extracted: The number of participants, characteristics of the participants, design, characteristics of the intervention, outcome measures, time of evaluation and results. A non-quantitative synthesis of the extracted data was performed. The methodological quality and risk of bias were assessed using a PEDro scale and ROB-2 scale, respectively. Results: A total of 16 studies were analyzed, presenting a methodological quality that ranged from 3 to 8 points, and all showed some concerns regarding their risk of bias. Almost all studies (15/16) used passive mobilizations with joint pressure to prevent osteopenia, but they differed in the intensity and frequency of application. Conclusions: A daily exercise program of passive mobilizations with joint pressure, improves bone mineralization in preterm infants admitted to neonatal units.

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Immersive Virtual Reality for Foreign Language Education: A PRISMA Systematic Review

IEEE Access ◽

10.1109/access.2021.3068858 ◽

2021 ◽

Vol 9 ◽

pp. 48952-48962

Author(s):

Bruno Peixoto ◽

Rafael Pinto ◽

Miguel Melo ◽

Luciana Cabral ◽

Maximino Bessa

Keyword(s):

Systematic Review ◽

Virtual Reality ◽

Foreign Language ◽

Language Education ◽

Foreign Language Education ◽

Immersive Virtual Reality

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A living WHO guideline on drugs to prevent covid-19

BMJ ◽

10.1136/bmj.n526 ◽

2021 ◽

pp. n526

Author(s):

François Lamontagne ◽

Thomas Agoritsas ◽

Reed Siemieniuk ◽

Bram Rochwerg ◽

Jessica Bartoszko ◽

...

Keyword(s):

Systematic Review ◽

Guideline Development ◽

Meta Analysis ◽

World Health ◽

Policy And Practice ◽

Assessment Development ◽

Research Priority ◽

Health Organization ◽

Almost All ◽

Drug Interventions

Abstract Clinical question What is the role of drugs in preventing covid-19? Why does this matter? There is widespread interest in whether drug interventions can be used for the prevention of covid-19, but there is uncertainty about which drugs, if any, are effective. The first version of this living guideline focuses on the evidence for hydroxychloroquine. Subsequent updates will cover other drugs being investigated for their role in the prevention of covid-19. Recommendation The guideline development panel made a strong recommendation against the use of hydroxychloroquine for individuals who do not have covid-19 (high certainty). How this guideline was created This living guideline is from the World Health Organization (WHO) and provides up to date covid-19 guidance to inform policy and practice worldwide. Magic Evidence Ecosystem Foundation (MAGIC) provided methodological support. A living systematic review with network analysis informed the recommendations. An international guideline development panel of content experts, clinicians, patients, an ethicist and methodologists produced recommendations following standards for trustworthy guideline development using the Grading of Recommendations Assessment, Development and Evaluation (GRADE) approach. Understanding the new recommendation The linked systematic review and network meta-analysis (6 trials and 6059 participants) found that hydroxychloroquine had a small or no effect on mortality and admission to hospital (high certainty evidence). There was a small or no effect on laboratory confirmed SARS-CoV-2 infection (moderate certainty evidence) but probably increased adverse events leading to discontinuation (moderate certainty evidence). The panel judged that almost all people would not consider this drug worthwhile. In addition, the panel decided that contextual factors such as resources, feasibility, acceptability, and equity for countries and healthcare systems were unlikely to alter the recommendation. The panel considers that this drug is no longer a research priority and that resources should rather be oriented to evaluate other more promising drugs to prevent covid-19. Updates This is a living guideline. New recommendations will be published in this article and signposted by update notices to this guideline. Readers note This is the first version of the living guideline for drugs to prevent covid-19. It complements the WHO living guideline on drugs to treat covid-19. When citing this article, please consider adding the update number and date of access for clarity.

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Cardiac Amyloidosis Therapy: A Systematic Review

Cardiogenetics ◽

10.3390/cardiogenetics11010002 ◽

2021 ◽

Vol 11 (1) ◽

pp. 10-17

Author(s):

Franco Iodice ◽

Marco Di Mauro ◽

Marco Giuseppe Migliaccio ◽

Angela Iannuzzi ◽

Roberta Pacileo ◽

...

Keyword(s):

Heart Failure ◽

Systematic Review ◽

Cardiac Amyloidosis ◽

Restrictive Cardiomyopathy ◽

Novel Therapies ◽

Preserved Ejection Fraction ◽

Cardiac Damage ◽

Transthyretin Amyloidosis ◽

To Come ◽

Almost All

Heart involvement in Cardiac Amyloidosis (CA) results in a worsening of the prognosis in almost all patients with both light-chain (AL) and transthyretin amyloidosis (ATTR). The mainstream CA is a restrictive cardiomyopathy with hypertrophic phenotype at cardiac imaging that clinically leads to heart failure with preserved ejection fraction (HFpEF). An early diagnosis is essential to reduce cardiac damage and to improve the prognosis. Many therapies are available, but most of them have late benefits to cardiac function; for this reason, novel therapies are going to come soon.

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Foreign Language Learning Gamification Using Virtual Reality—A Systematic Review of Empirical Research

Education Sciences ◽

10.3390/educsci11050222 ◽

2021 ◽

Vol 11 (5) ◽

pp. 222

Author(s):

Rafael Darque Pinto ◽

Bruno Peixoto ◽

Miguel Melo ◽

Luciana Cabral ◽

Maximino Bessa

Keyword(s):

Systematic Review ◽

Virtual Reality ◽

Foreign Language ◽

Language Learning ◽

Empirical Research ◽

Second Language Learning ◽

English Language ◽

New Technologies ◽

Foreign Language Learning ◽

Traditional Approaches

Virtual reality has shown to have great potential as an educational tool when it comes to new learning methods. With the growth and dissemination of this technology, there is a massive opportunity for teachers to add this technology to their methods of teaching a second/foreign language, since students keep showing a growing interest in new technologies. This systematic review of empirical research aims at understanding whether the use of gaming strategies in virtual reality is beneficial for the learning of a second/foreign language or not. Results show that more than half of the articles proved that virtual reality technologies with gaming strategies can be used to learn a foreign language. It was also found that “learning” was the most evaluated dependent variable among the chosen records, augmented reality was the leading technology used, primary education and lower secondary was the most researched school stages, and the most used language to evaluate the use of gamified technology was by far the English language. Given the lack of directed investigation, it is recommended to use these technologies to support second language learning and not entirely replace traditional approaches. A research agenda is also proposed by the authors.

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