Using Video Gameplay to Measure Achievement for Students with Disabilities

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

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.

Using Video Gameplay to Measure Achievement for Students with Disabilities

2016 ◽  
pp. 326-352 ◽  
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.

scholarly journals Development of Teacher Digital Competence in the Area of E-Safety through Educational Video Games

2021 ◽  
Vol 13 (15) ◽  
pp. 8485
Author(s):  
Aldo Gordillo ◽  
Enrique Barra ◽  
Sonsoles López-Pernas ◽  
Juan Quemada
Keyword(s):  
Video Games ◽  
Video Game ◽  
Educational Video ◽  
Game Based Learning ◽  
Digital Competence ◽  
Educational Video Games ◽  
Post Test ◽  
Educational Video Game ◽  
Viable Approach ◽  
Motivation And Learning

There is a clear need to promote motivating and effective training actions for the development of teachers’ digital competence, especially in the area of e-safety. Although educational video game-based learning has proven effective to improve motivation and learning outcomes, the existing evidence about its effectiveness for the development of teachers’ digital competence is very limited. This study examines the use of educational video games in an online course in MOOC format with the aim of developing teachers’ digital competence in the e-safety area. A total of 179 teachers from nonuniversity schools in the region of Castilla y León (Spain) participated in this study. A pre‑test and a post-test were used to measure the knowledge acquired by the participants, and a questionnaire was used to measure their perceptions. The obtained results suggest that game-based learning using educational video games is an effective and viable approach to train teachers in the e-safety area of digital competence.

PBL as a Framework for Implementing Video Games in the Classroom

2012 ◽  
Vol 2 (1) ◽  
pp. 77-89 ◽  
Author(s):  
William R. Watson ◽  
Jun Fang
Keyword(s):  
Video Games ◽  
Learning Environments ◽  
Video Game ◽  
Structured Learning ◽  
Game Based Learning ◽  
Implementation Framework ◽  
Games For Learning ◽  
Growing Body ◽  
Literature Base ◽  
Effective Use

Video games and problem-based learning (PBL) are both significant trends in progressive approaches to education. The literature demonstrates a fit between the two approaches, indicating they may be mutually beneficial. With limited literature on implementing games in the classroom, and a growing body of researchers highlighting the importance of the teacher in mediating game use and maximizing the effectiveness of games for learning, guidance is needed on the role teachers can play in utilizing games in structured environments. PBL has a richer literature base on its effective use, and with its similarities to game-based learning, can inform the effective use of games. In order to assist educators in integrating video games into their curriculum, a video game implementation framework based on PBL principles was developed. The efficacy of utilizing video games for learning in formal and structured learning environments may be improved by integrating PBL guidelines as a framework.

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

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.

Designing Curricular Games

2018 ◽  
pp. 213-232
Author(s):  
Janna Jackson Kellinger
Keyword(s):  
Critical Thinking ◽  
Video Games ◽  
21St Century ◽  
Video Game ◽  
Game Design ◽  
Teaching And Learning ◽  
Business Leaders ◽  
Next Generation ◽  
Video Game Design ◽  
Teaching Video

Most teachers only dream of their students spending the amount of motivation, attention, passion, and critical thinking on their classes that some do playing video games. Many teachers have thought “How can I compete with that?” as they confiscate a hand-held gaming device from a student. However, more and more teachers are incorporating video games into their curriculum, instead of banning them. This chapter argues that it is not just video games that can transform teaching, video game techniques can as well. By using video game design principles such as game stories and quests, teachers can restructure their teaching so students do not just learn the curriculum, they experience it. This chapter explores the research on using game-based teaching and learning with the Next Generation including how game-based teaching can be used to achieve 21st century goals as outlined by business leaders within 21st century educational constraints.

Game-Based Learning

2012 ◽  
pp. 628-647 ◽  
Author(s):  
Sylke Vandercruysse ◽  
Mieke Vandewaetere ◽  
Geraldine Clarebout
Keyword(s):  
Instructional Technology ◽  
Video Games ◽  
Literature Search ◽  
Educational Games ◽  
Systematic Literature Search ◽  
Positive Outcomes ◽  
Game Based Learning ◽  
Games For Learning ◽  
Context Variables ◽  
Positive Effect

A new interest in the use of video games for learning has emerged, and a number of claims are made with respect to the effectiveness of games in education. These educational games are considered as new instructional technology with great potential. The suggested positive outcomes and effects have been mentioned repeatedly. In this review, the learning effects of educational games are studied in order to gain more insights into the conditions under which a game may be effective for learning. A systematic literature search in three databases was conducted. Some studies reported a positive effect on learning and motivation, but this is moderated by different learner variables and depends on different context variables. Next to this, the effectivity research on game-based learning is highly susceptible to a muddle of approaches, methodologies, and descriptions of gaming for educational purposes.

The U.S. Video Game Industry

2009 ◽  
pp. 499-514
Author(s):  
Janet C. Dunlop
Keyword(s):  
Video Games ◽  
Cultural Studies ◽  
Video Game ◽  
Video Gaming ◽  
Video Game Industry ◽  
Star Wars ◽  
Game Industry ◽  
Cover Art ◽  
Capitalist Ideology ◽  
The U.S

Today’s media are vast in both form and influence; however, few cultural studies scholars address the video gaming industry’s role in domestic maintenance and global imposition of U.S. hegemonic ideologies. In this study, video games are analyzed by cover art, content, and origin of production. Whether it is earning more “powers” in games such as Star Wars, or earning points to purchase more powerful artillery in Grand Theft Auto, capitalist ideology is reinforced in a subtle, entertaining fashion. This study shows that oppressive hegemonic representations of gender and race are not only present, but permeate the majority of top-selling video games. Finally, the study traces the origins of best-selling games, to reveal a virtual U.S. monopoly in the content of this formative medium.

The U.S. Video Game Industry

2011 ◽  
pp. 231-246
Author(s):  
Janet C. Dunlop
Keyword(s):  
Video Games ◽  
Cultural Studies ◽  
Video Game ◽  
Video Gaming ◽  
Video Game Industry ◽  
Star Wars ◽  
Game Industry ◽  
Cover Art ◽  
Capitalist Ideology ◽  
The U.S

Today’s media are vast in both form and influence; however, few cultural studies scholars address the video gaming industry’s role in domestic maintenance and global imposition of U.S. hegemonic ideologies. In this study, video games are analyzed by cover art, content, and origin of production. Whether it is earning more “powers” in games such as Star Wars, or earning points to purchase more powerful artillery in Grand Theft Auto, capitalist ideology is reinforced in a subtle, entertaining fashion. This study shows that oppressive hegemonic representations of gender and race are not only present, but permeate the majority of top-selling video games. Finally, the study traces the origins of best-selling games, to reveal a virtual U.S. monopoly in the content of this formative medium.

scholarly journals “To Prohibit or Permit”: Strategies of Parental Behaviour in Relation to Children’s Video Games in Today’s Russia

2018 ◽  
Vol 50 ◽  
pp. 01122
Author(s):  
Ekaterina Orekh
Keyword(s):  
Video Games ◽  
Empirical Research ◽  
Video Game ◽  
Computer Games ◽  
Rapid Expansion ◽  
Structured Interviews ◽  
Parenting Strategies ◽  
Parental Behaviour ◽  
Game Practice

The article analyses the results of the exploratory empirical research of children’s video game practice. Based on the analysis of semi-structured interviews, as well as observation diaries on the theme of children’s game socialization, particularly the interaction of children, their peers, parents concerning video games, some conclusions about parenting strategies practiced in contemporary St. Petersburg’s families are made. It was found that the rapid expansion of computer games produces the parent’s fears associated with a lack of understanding of the consequences of the video games impact on children. One of the main results is the conclusion that the parental legitimation of practices is in many ways inherited from and reproduces the Soviet attitudes towards parenting and children. Some statements, such as the 15-minute rule (allowing the use of computer per set), view of a computer as a cause of aggression and alienation, are axiomatized. However, it goes hand in hand with a (neo)liberal rhetoric in relation to the use of a computer.

scholarly journals Food intake response to exercise and active video gaming in adolescents: effect of weight status

2015 ◽  
Vol 115 (3) ◽  
pp. 547-553 ◽  
Author(s):  
J. P. Chaput ◽  
A. Tremblay ◽  
B. Pereira ◽  
Y. Boirie ◽  
M. Duclos ◽  
...  
Keyword(s):  
Food Intake ◽  
Video Games ◽  
Video Game ◽  
Moderate Intensity ◽  
Video Gaming ◽  
Adolescent Boys ◽  
Active Video Game ◽  
Active Video Gaming ◽  
Active Video ◽  
The Impact

AbstractAlthough a few data are available regarding the impact of video games on energy intake (EI) in lean adolescents, there is no evidence on the effect of passive and active video gaming on food intake in both lean and obese youth. It is also unknown whether isoenergetic active video games and exercise differently affect food consumption in youth. In all, twelve lean and twelve obese adolescent boys (12–15 years old) had to complete four 1-h sessions in a cross-over design study: control (CON; sitting), passive video game (PVG; boxing game on Xbox 360), active video game (AVG; boxing game on Xbox Kinect 360) and exercise (EX; cycling). The exercise and active video game activities were designed to generate the same energy expenditure (EE). EE was measured using a K4b2 portable indirect calorimeter. Ad libitum food intake and appetite sensations were assessed following the sessions. AVG and EX-EE were significantly higher in obese participants and significantly higher compared with PVG and CON in both groups. Obese participants significantly ate more than lean ones in all four conditions (P<0·001). EI did not differ between conditions in obese participants (CON: 4935 (sd 1490) kJ; PVG: 4902 (sd 1307) kJ; AVG: 4728 (sd 1358) kJ; EX: 4643 (sd 1335) kJ), and was significantly lower in lean participants after EX (2847 (sd 577) kJ) compared with PVG (3580 (sd 863) kJ) and AVG (3485 (sd 643) kJ) (P<0·05). Macronutrient intake was not significantly different between the groups or conditions. Hunger was significantly higher and satiety was lower in obese participants but no condition effect was observed. Overall, moderate-intensity exercise provides better effect on energy balance than an isoenergetic hour of active video gaming in lean adolescent boys by dually affecting EE and EI.

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