Relations Between Videogame Play and 8th-Graders’ Mathematics Achievement

2013 ◽  
pp. 240-261
Author(s):  
Scott Tobias ◽  
Duane Rudy ◽  
Jean Ispa
Keyword(s):  
Mathematics Achievement ◽  
Video Game ◽  
Cognitive Complexity ◽  
Preliminary Evidence ◽  
Math Performance ◽  
Math Scores ◽  
Main Effect ◽  
8Th Graders ◽  
The Relationship ◽  
Spatial Content

This study explores whether any relationships exist between math performance scores on the Missouri Assessment Plan (MAP), its subscales and time spent playing the child’s favorite videogame given the game’s spatial content and cognitive complexity. Relationships between gender and math scores were also examined. Findings indicate no main effect of time spent playing, spatial content, or level of complexity of games on math performance. However, several math scores interacted with time spent playing one’s favorite video game, such that higher levels of math performance occurred when participants played games high in spatial content at low amounts of time. A similar interaction occurred when examining complexity of the game and time spent playing. The study provides preliminary evidence that it may be important to consider the spatial or complexity content of videogames in addition to time spent playing when addressing the relationship between videogame play and adolescent math performance.

Relations Between Videogame Play and 8th-Graders’ Mathematics Achievement

2011 ◽  
Vol 3 (4) ◽  
pp. 33-53
Author(s):  
Scott Tobias ◽  
Duane Rudy ◽  
Jean Ispa
Keyword(s):  
Mathematics Achievement ◽  
Video Game ◽  
Cognitive Complexity ◽  
Preliminary Evidence ◽  
Math Performance ◽  
Math Scores ◽  
Main Effect ◽  
8Th Graders ◽  
The Relationship ◽  
Spatial Content

This study explores whether any relationships exist between math performance scores on the Missouri Assessment Plan (MAP), its subscales and time spent playing the child’s favorite videogame given the game’s spatial content and cognitive complexity. Relationships between gender and math scores were also examined. Findings indicate no main effect of time spent playing, spatial content, or level of complexity of games on math performance. However, several math scores interacted with time spent playing one’s favorite video game, such that higher levels of math performance occurred when participants played games high in spatial content at low amounts of time. A similar interaction occurred when examining complexity of the game and time spent playing. The study provides preliminary evidence that it may be important to consider the spatial or complexity content of videogames in addition to time spent playing when addressing the relationship between videogame play and adolescent math performance.

Acute Effect of Intermittent Exercise and Action-Based Video Game Breaks on Math Performance in Preadolescent Children

2018 ◽  
Vol 30 (3) ◽  
pp. 326-334 ◽  
Author(s):  
Shannon S. Block ◽  
Trevor R. Tooley ◽  
Matthew R. Nagy ◽  
Molly P. O’Sullivan ◽  
Leah E. Robinson ◽  
...  
Keyword(s):  
Video Game ◽  
High Intensity ◽  
Intermittent Exercise ◽  
Time Of Day ◽  
Math Performance ◽  
Experimental Conditions ◽  
Percent Change ◽  
Math Scores ◽  
Preadolescent Children ◽  
Exercise Breaks

Purpose: The purpose of this study was to compare the acute effects of video game breaks and intermittent exercise breaks, performed at varying intensities, on math performance in preadolescent children. Methods: A total of 39 children (18 males and 21 females; aged 7–11 y) completed 4 experimental conditions in random order: 8 hours of sitting interrupted with 20 two-minute low-, moderate-, or high-intensity exercise breaks or 20 two-minute sedentary computer game breaks. The intensity of exercise breaks for the low-, moderate-, and high-intensity conditions corresponded with 25%, 50%, and 75% of heart rate reserve, respectively. Math performance was assessed 3 times throughout each condition day using a 90-second math test consisting of 40 single-digit addition and subtraction questions. Results: There were no significant differences in percent change in math scores (correct answers out of attempted) by condition [low: −1.3 (0.8), moderate: 0.1 (1.3), high: −1.8 (0.7), and computer: −2.5 (0.8); P > .05]. There were significant differences in percent change in math scores over the course of the condition days with lower math scores reported at end-of-day test compared with midday test [−2.4 (0.5) vs −0.4 (0.3); P = .01]. There were no significant condition × time, time × age, condition × age, or condition × time × age interactions (all Ps > .05). Conclusion: Action-based video game and exercise breaks elicit the same level of math performance in children; however, time of day may impact this relationship. These findings may have important implications for instructional time in elementary classrooms.

Tire Treadwear — A Comprehensive Evaluation of the Factors: Generic Type, Aspect Ratio, Tread Pattern, and Tread Composition Part I: Introduction and Details on the Organization of the Program

1986 ◽  
Vol 14 (4) ◽  
pp. 201-218 ◽  
Author(s):  
A. G. Veith
Keyword(s):  
Aspect Ratio ◽  
Comprehensive Evaluation ◽  
Test Method ◽  
Interactive Effects ◽  
Data Analyses ◽  
Main Effect ◽  
Systematic Determination ◽  
Relationship Of ◽  
The Relationship

Abstract This four-part series of papers addresses the problem of systematic determination of the influence of several tire factors on tire treadwear. Both the main effect of each factor and some of their interactive effects are included. The program was also structured to evaluate the influence of some external-to-tire conditions on the relationship of tire factors to treadwear. Part I describes the experimental design used to evaluate the effects on treadwear of generic tire type, aspect ratio, tread pattern (groove or void level), type of pattern (straight rib or block), and tread compound. Construction procedures and precautions used to obtain a valid and functional test method are included. Two guiding principles to be used in the data analyses of Parts II and III are discussed. These are the fractional groove and void concept, to characterize tread pattern geometry, and a demonstration of the equivalence of wear rate for identical compounds on whole tread or multi-section tread tires.

Ups and downs on the roller coaster of task conflict: the role of group cognitive complexity, collective emotional intelligence and team creativity

2020 ◽  
Vol 18 (1) ◽  
pp. 23-37
Author(s):  
Andreea Gheorghe ◽  
Oana Fodor ◽  
Anișoara Pavelea
Keyword(s):  
Emotional Intelligence ◽  
Cognitive Complexity ◽  
Empirical Support ◽  
Task Conflict ◽  
Team Creativity ◽  
Mediating Role ◽  
Low Levels ◽  
Explanatory Mechanism ◽  
The Relationship

This study explores the association between task conflict and team creativity and the role of group cognitive complexity (GCC) as a potential explanatory mechanism in a sample of 159 students organized in 49 groups. Moreover, we analyzed the moderating effect of collective emotional intelligence (CEI)in the relationship between task conflict and GCC.As hypothesized, we found that task conflict has a nonlinear relationship with GCC, but contrary to our expectations, it follows a U-shaped association, not an inversed U-shape. In addition,the moderating role of CEI was significant only at low levels. Contrary to our expectation, the mediating role of GCC did not receive empirical support. Theoretical and practical contributions are discussed.

The More, the Merrier? Roles of Device-Student Ratio in Collaborative Inquiries and Its Interactions With External Scripts and Task Complexity

2021 ◽  
pp. 073563312110107
Author(s):  
Cixiao Wang ◽  
Huixiao Le
Keyword(s):  
Conceptual Understanding ◽  
Repeated Measures ◽  
Task Complexity ◽  
Mainland China ◽  
Fifth Grade ◽  
Learning Context ◽  
Simple Task ◽  
Fifth Grade Students ◽  
Main Effect ◽  
The Relationship

In collaborative learning, the intuition “the more device, the merrier” is somehow widely acknowledged, but little research has investigated the relationship between device-student ratio and the learning outcome. This study aims to investigate not only the main effect of different device-student ratio, also to identify the moderators in the learning context including task complexity, external script availability and students’ familiarity to the collaboration settings. A three-round quasi-experiment was conducted in a primary school in mainland China, 130 fifth-grade students from four classes participated. Group worksheet including conceptual understanding and problem-solving tasks were used to collect participants’ inquiry performance. Repeated measures ANOVA was employed in data analysis. Findings indicate that 1:m device-student ratio could be beneficial, and external scripts, and prior collaboration experience could moderate such effect. The different effect of 1:m device-student ratio to 1:1 is only significant in the situation when students are faced with relatively simple task, and the effect size is larger when external script is present. When the task is more complicated, such effect of device-student ratio would only emerge after a period of collaboration. This finding challenged the intuition that one-to-one device-student ratio could be better. Related discussions and recommendations to teaching were made.

scholarly journals No Self Without Salience: Affective and Self-relevance Ratings of 552 Emotionally Valenced and Neutral Dutch Words

2021 ◽  
Author(s):  
Lora I. Dimitrova ◽  
Eline M. Vissia ◽  
Hanneke Geugies ◽  
Hedwig Hofstetter ◽  
Sima Chalavi ◽  
...  
Keyword(s):  
Repeated Measures ◽  
Emotional Valence ◽  
Age And Gender ◽  
Gender And Age ◽  
Main Effect ◽  
Emotional Salience ◽  
And Gender ◽  
The Relationship

AbstractIt is unknown how self-relevance is dependent on emotional salience. Emotional salience encompasses an individual's degree of attraction or aversion to emotionally-valenced information. The current study investigated the interconnection between self and salience through the evaluation of emotional valence and self-relevance. 56 native Dutch participants completed a questionnaire assessing valence, intensity, and self-relevance of 552 Dutch nouns and verbs. One-way repeated-measures ANCOVA investigated the relationship between valence and self, age and gender. Repeated-measures ANCOVA also tested the relationship between valence and self with intensity ratings and effects of gender and age. Results showed a significant main effect of valence for self-relevant words. Intensity analyses showed a main effect of valence but not of self-relevance. There were no significant effects of gender and age. The most important finding presents that self-relevance is dependent on valence. These findings concerning the relationship between self and salience opens avenues to study an individual's self-definition.

MARGINALIZED YET MOBILIZED

2019 ◽  
Vol 16 (1) ◽  
pp. 131-156 ◽  
Author(s):  
Alecia J. McGregor ◽  
Laura M. Bogart ◽  
Molly Higgins-Biddle ◽  
Dara Z. Strolovitch ◽  
Bisola Ojikutu
Keyword(s):  
Sexual Behavior ◽  
Political Participation ◽  
Original Data ◽  
Preliminary Evidence ◽  
Same Sex ◽  
Electoral Outcomes ◽  
Marginalized Groups ◽  
Nationally Representative ◽  
Lgbt People ◽  
The Relationship

AbstractBoth African American and LGBT voters can prove pivotal in electoral outcomes, but we know little about civic participation among Black LGBT people. Although decades of research on political participation has made it almost an article of faith that members of dominant groups (such as White people and individuals of higher socioeconomic status) vote at higher rates than their less privileged counterparts, recent work has suggested that there are circumstances under which members of marginalized groups might participate at higher rates. Some of this research suggests that political participation might also increase when groups perceive elections as particularly threatening. We argue that when such threats are faced by marginalized groups, the concern to protect hard-earned rights can activate a sense of what we call “political hypervigilance,” and that such effects may be particularly pronounced among members of intersectionally-marginalized groups such as LGBT African Americans. To test this theory, we use original data from the 2016 National Survey on HIV in the Black Community, a nationally-representative survey of Black Americans, to explore the relationship among same-sex sexual behavior, attitudes toward LGBT people, and respondent voting intentions in the 2016 presidential election. We find that respondents who reported having engaged in same-sex sexual behavior were strongly and significantly more likely to say they “definitely will vote” compared to respondents who reported no same-sex sexual behavior. More favorable views of LGBT individuals and issues (marriage equality) were also associated with greater intention to vote. We argue that these high rates provide preliminary evidence that political hypervigilance can, in fact, lead to increased political engagement among members of marginalized groups.

When do job insecure employees adapt to change?

2019 ◽  
Vol 25 (3) ◽  
pp. 271-286 ◽  
Author(s):  
Kristi N. Lavigne ◽  
Victoria L. Whitaker ◽  
Dustin K. Jundt ◽  
Mindy K. Shoss
Keyword(s):  
Job Insecurity ◽  
Small Sample ◽  
Adaptive Performance ◽  
Work Behaviors ◽  
Content Type ◽  
Work Tasks ◽  
Main Effect ◽  
Low Levels ◽  
The Impact ◽  
The Relationship

Purpose The purpose of this paper is to examine the relationship between job insecurity and adaptive performance (AP), contingent on changes to core work tasks, which we position as a situational cue to employees regarding important work behaviors. Design/methodology/approach Employees and their supervisors were invited to participate in the study. Supervisors were asked to provide ratings of employees’ AP and changes to core tasks; employees reported on job insecurity. Findings As predicted, changes to core tasks moderated the relationship between job insecurity and AP. Job insecurity was negatively related to AP for those experiencing low levels of change, but was not related to AP for those experiencing high levels of change. Counter to expectations, no main effect of job insecurity was found. Research limitations/implications This study employed a fairly small sample of workers from two organizations, which could limit generalizability. Practical implications The study identifies changes to core tasks as a boundary condition for the job insecurity–AP relationship. Findings suggest that organizations may not observe deleterious consequences of job insecurity on AP when changes to core tasks are high. Originality/value Few researchers have examined boundary conditions of the impact of job insecurity on AP. Furthermore, inconsistent findings regarding the link between job insecurity and AP have emerged. This study fills the gap and expands upon previous research by examining changes to core tasks as a condition under which job insecurity does not pose an issue for AP.

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