scholarly journals Effect of Curriculum-Based Video Games on Students’ Performance: An Experimental Study

2020 ◽  
Vol 15 (22) ◽  
pp. 244
Author(s):  
Abdul Rauf Baig ◽  
Amjad Alotaibi
Keyword(s):  
Experimental Study ◽  
Video Games ◽  
Video Game ◽  
Mathematics Curriculum ◽  
Sixth Grade ◽  
Female Students ◽  
Traditional Learning ◽  
Learning Methods ◽  
Riyadh City ◽  
Methods Textbooks

This experimental study investigated the effect of the use of video games based on the curriculum on students' performance levels in Fourth, Fifth and Sixth grade Mathematics compared to traditional learning methods. The participants were seven hundred and eighty-nine female students from Fourth, Fifth and Sixth grades, and nineteen teachers, from different six schools in Riyadh city in Saudi Arabia. Three research null hypotheses were tested to explore students’ performance when they received two different instructional treatments: traditional learning methods (textbooks or worksheets) and a video game based on the Mathematics curriculum. The results indicate that video games based on Mathematics curriculum had a positively effect on students’ performance based on their score average in standard tests, when compared to traditional learning methods.

Negotiating Students’ Conceptions of ‘Cheating’ in Video Games and in School

2013 ◽  
pp. 111-123 ◽  
Author(s):  
Karla R. Hamlen ◽  
Holly E. Gage
Keyword(s):  
Video Games ◽  
Video Game ◽  
Technology Use ◽  
School Setting ◽  
Phenomenological Approach ◽  
Traditional Classroom ◽  
Alternative Methods ◽  
Traditional Learning ◽  
Student Views ◽  
Methods Of Learning

Technology use, and video game play in particular, occupies a large amount of time in a typical teenager’s life. Methods of learning and playing video games differ from that of traditional learning settings in that it is common to collaborate and use alternative methods known as “cheats” in the gaming world, strategies that might be considered unethical in the traditional classroom setting. This study took a phenomenological approach to developing an understanding of student views of cheating in these two different settings, and investigating their motivations for engaging in cheating behaviors. Researchers explore the narratives of three teenage males as they described their experiences in gaming and in school, and their views of ethics, honesty, and acceptable forms of information gathering in the two contexts. Analyses reveal three themes relating to students’ conceptions of cheating. Implications are discussed, particularly as they relate to setting and maintaining ethical standards in the school setting.

Negotiating Students’ Conceptions of ‘Cheating’ in Video Games and in School

2011 ◽  
Vol 3 (2) ◽  
pp. 44-56 ◽  
Author(s):  
Karla R. Hamlen ◽  
Holly E. Gage
Keyword(s):  
Video Games ◽  
Video Game ◽  
Technology Use ◽  
School Setting ◽  
Phenomenological Approach ◽  
Traditional Classroom ◽  
Alternative Methods ◽  
Traditional Learning ◽  
Student Views ◽  
Methods Of Learning

Technology use, and video game play in particular, occupies a large amount of time in a typical teenager’s life. Methods of learning and playing video games differ from that of traditional learning settings in that it is common to collaborate and use alternative methods known as “cheats” in the gaming world, strategies that might be considered unethical in the traditional classroom setting. This study took a phenomenological approach to developing an understanding of student views of cheating in these two different settings, and investigating their motivations for engaging in cheating behaviors. Researchers explore the narratives of three teenage males as they described their experiences in gaming and in school, and their views of ethics, honesty, and acceptable forms of information gathering in the two contexts. Analyses reveal three themes relating to students’ conceptions of cheating. Implications are discussed, particularly as they relate to setting and maintaining ethical standards in the school setting.

“Drive the Lane; Together, Hard!”

2017 ◽  
Vol 29 (1) ◽  
pp. 31-41 ◽  
Author(s):  
Johannes Breuer ◽  
John Velez ◽  
Nicholas Bowman ◽  
Tim Wulf ◽  
Gary Bente
Keyword(s):  
Experimental Study ◽  
Video Games ◽  
Prosocial Behavior ◽  
Social Interactions ◽  
Video Game ◽  
Social Activity ◽  
Intrapersonal Factors ◽  
Theoretical Approaches ◽  
Alternative Measures ◽  
Interpersonal Effects

Abstract. As an entertainment technology, video games are a popular social activity that can allow for multiple players to cooperatively engage on-screen challenges. Emerging research has found that when people play together, the resulting teamwork can have beneficial impacts on their prosocial orientations after gameplay – especially when the players are cooperative with one another. The present study wanted to expand the scope of these beneficial interpersonal effects by considering both inter- and intrapersonal factors. In an experimental study (N = 115) we manipulated the difficulty of a game (easy or hard) and the behavior of a confederate teammate (supportive or unsupportive playing style). We found that neither coplayer supportiveness nor game difficulty had an effect on the expectations of a teammate’s prosocial behavior or one’s own prosocial behavior toward the teammate after the game (operationalized as willingness to share small amounts of money with one’s teammate after playing). Increased expectations of prosocial behavior from one’s teammate were related to one’s own prosocial behaviors, independent of our manipulations. Considering these results, we propose alternative theoretical approaches to understanding complex social interactions in video games. Furthermore, we suggest to explore other types of manipulations of game difficulty and cooperation between video game players as well as alternative measures of prosocial behavior.

scholarly journals Addictive Video Game Use: An Emerging Pediatric Problem?

2019 ◽  
Vol 32 (3) ◽  
pp. 183 ◽  
Author(s):  
Mariana Nogueira ◽  
Hugo Faria ◽  
Ana Vitorino ◽  
Filipe Glória Silva ◽  
Ana Serrão Neto
Keyword(s):  
Video Games ◽  
Risk Behaviors ◽  
Video Game ◽  
Risk Group ◽  
Sixth Grade ◽  
Cross Sectional Study ◽  
Addictive Behaviors ◽  
Cross Sectional ◽  
Number Of Children ◽  
Anonymous Questionnaire

Introduction: The excessive use of video games is an emerging problem that has been studied in the context of addictive behaviors. The aim of this study was to determine the prevalence of use of addictive video games in a group of children and to identify risk factors, protective factors and potential consequences of these behaviors.Material and Methods: Observational and cross-sectional study of children from the sixth grade using an anonymous questionnaire. Addictive video game use was defined by the presence of 5 out of 9 behavioral items adapted from the DSM-5 criteria for ‘Pathological gambling’. Children who answered ‘yes’ to 4 items were included in the “Risk group for addictive video game use”. We delivered 192 questionnaires and 152 were received and included in the study (79.2% response rate). SPSS statistical software was used.Results: Half of the participants were male and the median age was 11 years old. Use of addictive video games was present in 3.9% of children and 33% fulfilled the risk group criteria. Most children played alone. We found additional factors associated with being in the risk group: greater time of use; online, action and fighting games (p < 0.001). Children with risk behaviors showed a shorter sleep duration (p < 0.001).Discussion: A significant number of children of our sample met criteria for addictive video games use in an early age and a greater number may be at risk (33%). This is a problem that warrants further research and clinical attention.Conclusion: This exploratory study helps to understand that addiction to video games in children is an emergent problem.

scholarly journals DEVELOPING STUDENTS’ VOCABULARY MASTERY THROUGH VIDEO GAME

2018 ◽  
Vol 6 (1) ◽  
pp. 47
Author(s):  
Dian Saputra
Keyword(s):  
Experimental Study ◽  
Video Games ◽  
Video Game ◽  
T Test ◽  
Post Test ◽  
The Mean ◽  
The Impact

 The objective of this study was trying to analyze the impact of using video game in developing student’s vocabulary mastery. The method of this study was quantitative. The design of the research was based on the experimental study. Pre-test and post-test was given to 37 students of class H fifth semester of Sorong Muhammadiyah University. Score of the test was divided into five categories, they were very good, good, fairly, poor and very poor. The mean score of pre-test was 6, 51 in fairly category and the mean score of post-test was 8, 5 in very good category. It showed that the mean score of test after given the treatment was higher than test before given the treatment. The result of the t-test showed that played video games gave a significant effect on the students’ vocabulary mastery. The result of t-test was higher than t table (8, 96 > 1.68830).

Frustration and Violence in Mobile Video Games

2020 ◽  
Vol 79 (2) ◽  
pp. 63-70
Author(s):  
Petr Květon ◽  
Martin Jelínek
Keyword(s):  
Video Games ◽  
Video Game ◽  
Implicit Association Test ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Mobile Video ◽  
Violent Content ◽  
Before And After

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.

The Hitman Study

2010 ◽  
Vol 15 (2) ◽  
pp. 99-108 ◽  
Author(s):  
Christopher J. Ferguson ◽  
Stephanie M. Rueda
Keyword(s):  
Experimental Study ◽  
Young Adults ◽  
Aggressive Behavior ◽  
Video Game ◽  
Real Life ◽  
Mood Management ◽  
Video Game Play ◽  
Video Game Playing ◽  
Violent Video Game ◽  
The Social

This article explores commonly discussed theories of violent video game effects: the social learning, mood management, and catharsis hypotheses. An experimental study was carried out to examine violent video game effects. In this study, 103 young adults were given a frustration task and then randomized to play no game, a nonviolent game, a violent game with good versus evil theme (i.e., playing as a good character taking on evil), or a violent game in which they played as a “bad guy.” Results indicated that randomized video game play had no effect on aggressive behavior; real-life violent video game-playing history, however, was predictive of decreased hostile feelings and decreased depression following the frustration task. Results do not support a link between violent video games and aggressive behavior, but do suggest that violent games reduce depression and hostile feelings in players through mood management.

DESAIN PEMBELAJARAN BAHASA INDONESIA BERBASIS PEMAHAMAN NILAI SIKAP GOTONG ROYONG

2020 ◽  
Vol 13 (2) ◽  
pp. 01-10
Author(s):  
Alpansyah Alpansyah ◽  
Abdul Talib Hasim
Keyword(s):  
Experimental Study ◽  
Language Learning ◽  
Reader Response ◽  
Female Students ◽  
Male Students ◽  
Mutual Cooperation ◽  
Male And Female ◽  
Quasi Experimental ◽  
Bahasa Indonesia ◽  
Better Than

The aims of this study were: (1) to identify an increase in students' understanding of the value of mutual cooperation through the use of reader response rules in Indonesian Language Learning (KRPDPBI); (2) identifying the use of the reader response principle in Indonesian Language learning (KRPDPBI) there are differences between male and female students. The design of this study used a quasi-experimental study with two different methods. The results showed that (1) the achievement of the score of understanding the value of mutual cooperation for students taught by KRPDPBI was better than for students taught by regular learning according to the curriculum; (2) the achievement of the understanding of the value of male students' mutual cooperation is no better than that of female students.

Only problem gamblers spend less money when loot boxes are removed from a game: A before and after study of Heroes of the Storm

2019 ◽  
Author(s):  
David Zendle
Keyword(s):  
Video Games ◽  
Problem Gambling ◽  
Video Game ◽  
Real World ◽  
Complex Pattern ◽  
Problem Gamblers ◽  
Before And After ◽  
Gambling Severity ◽  
Reliable Correlation ◽  
Before And After Study

Loot boxes are items in video games that may be paid for with real-world money, but which contain randomised contents. There is a reliable correlation between loot box spending and problem gambling severity: The more money gamers spend on loot boxes, the more severe their problem gambling tends to be. However, it is unclear whether this link represents a case in which loot box spending causes problem gambling; a case in which the gambling-like nature of loot boxes cause problem gamblers to spend more money; or whether it simply represents a case in which there is a general dysregulation in in-game spending amongst problem gamblers, nonspecific to loot boxes.The multiplayer video game Heroes of the Storm recently removed loot boxes. In order to better understand links between loot boxes and problem gambling, we conducted an analysis of players of Heroes of the Storm (n=112) both before and after the removal of loot boxes.There were a complex pattern of results. In general, when loot boxes were removed from Heroes of the Storm, problem gamblers appeared to spend significantly less money in-game in contrast to other groups. These results suggest that the presence of loot boxes in a game may lead to problem gamblers spending more money in-game. It therefore seems possible that links between loot box spending and problem gambling are not due to a general dysregulation in in-game spending amongst problem gamblers, but rather are to do with specific features of loot boxes themselves.

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