Using Video Games to Improve Literacy Levels of Males

2009 ◽  
pp. 286-299
Author(s):  
Stephenie Hewett
Keyword(s):  
Video Games ◽  
Computer Technology ◽  
Video Game ◽  
Visual Literacy ◽  
Educational Needs ◽  
Literacy Skills ◽  
Male Students ◽  
Literacy Achievement ◽  
New Literacy ◽  
Achievement Levels

This chapter examines the differences in the educational needs of males, the origins of video games, and the issue of the decline in literacy achievement levels of male students worldwide. It promotes the idea that a new literacy which includes computer technology and visual literacy has changed the scope of literacy and that males have succeeded at developing the new literacy skills. The chapter is intended to inform educators of the literacy skills involved in video games, make connections with video game literacy and traditional literacy, and to encourage teachers to integrate video games into their curriculum.

Using Video Games to Improve Literacy Levels of Males

2011 ◽  
pp. 192-206
Author(s):  
Stephenie Hewett
Keyword(s):  
Video Games ◽  
Computer Technology ◽  
Video Game ◽  
Visual Literacy ◽  
Educational Needs ◽  
Literacy Skills ◽  
Male Students ◽  
Literacy Achievement ◽  
New Literacy ◽  
Achievement Levels

This chapter examines the differences in the educational needs of males, the origins of video games, and the issue of the decline in literacy achievement levels of male students worldwide. It promotes the idea that a new literacy which includes computer technology and visual literacy has changed the scope of literacy and that males have succeeded at developing the new literacy skills. The chapter is intended to inform educators of the literacy skills involved in video games, make connections with video game literacy and traditional literacy, and to encourage teachers to integrate video games into their curriculum.

The Games Men Play

2017 ◽  
pp. 71-87
Author(s):  
Eric Niemi
Keyword(s):  
Popular Culture ◽  
Video Games ◽  
Video Game ◽  
Critical Discourse ◽  
Male Students ◽  
Discourse Communities ◽  
Critical Part ◽  
Insight Into

This chapter conveys the results of a study examining how male students use video games to construct their masculinity. Applying a critical discourse methodology, the study provides insight into how men construct their masculinity within video game discourse communities and how the construction applies to other discourses. It examines how men enter the discourse, what they learn in the discourse, and then how they apply that learning to other discourse communities. It concludes with recommendations and suggestions regarding how video games are a critical part of popular culture that facilitates construction of an identity through the multitude of encounters and relationships within the discourse.

Developing Visual Literacy Skills Through Library Instructions

2018 ◽  
pp. 32-48
Author(s):  
Nevzat Özel
Keyword(s):  
Visual Information ◽  
Visual Literacy ◽  
Literacy Skills ◽  
Technological Innovations ◽  
New Literacy ◽  
Graphical Interfaces ◽  
Digitized Images

Visual literacy skills have become an inevitable part of life in today's world. Technological innovations leading to new literacy skills have changed traditional ways of communication and made it necessary to learn and understand symbols, pictures, photos, illustrations, diagrams, infographics, pictograms, simulations, graphical interfaces, digitized images, and other visual tools. Therefore, it is very significant to teach individuals about visual literacy skills: the ability to understand, interpret, evaluate, organize, and construct visual information. Infographics are essential tools for learners. One of the most prominent institution to teach visual literacy skills is libraries. Visual tools, strategies, and methods should be applied in library instructions for users to realize these skills. The aim of the chapter is to show the importance of visualization, visual literacy, and infographics and present suggestions regarding how to develop the visual literacy skills of learners by libraries.

Videogames and Sensory Theory

2021 ◽  
pp. 162-183
Author(s):  
Kaila Goode ◽  
Sheri Vasinda
Keyword(s):  
Video Games ◽  
Video Game ◽  
Physical World ◽  
Literacy Skills ◽  
Instructional Tool ◽  
Digital World ◽  
Sound Effects ◽  
The World ◽  
Visual Text ◽  
Classroom Use

The act of playing video games is a multimodal experience, immersing the gamer in a sensorial experience in the digital world. Video games incorporate sensory literacies such as haptics, graphics, sound effects, music, auditory dialogue, visual text, and character movement. The sensory literacies allow gamers to connect the digital world to the physical world, becoming engrossed in the world and story of the video game. Thus, due to the multimodal and sensorial nature of video games, they have the potential to be a beneficial tool for increasing student engagement within the classroom and assisting students in further increasing literacy skills and content knowledge. In addition, a review of literature of classroom use of video games as an instructional tool found increased engagement, use of video games as texts, cross-literacies that supported traditional literacy processes and skills.

Video Games for Children and Adolescents With Special Educational Needs

2013 ◽  
Vol 221 (2) ◽  
pp. 79-89 ◽  
Author(s):  
Kevin Durkin ◽  
James Boyle ◽  
Simon Hunter ◽  
Gina Conti-Ramsden
Keyword(s):  
Video Games ◽  
Video Game ◽  
Serious Games ◽  
Current Knowledge ◽  
Educational Needs ◽  
Future Research ◽  
Special Educational Needs ◽  
Game Play ◽  
The Social ◽  
Almost All

Almost all children play video games at some point and many play regularly. Not only are games ubiquitous in children’s leisure environments but the motivational and skill-enhancing potentialities of this technology are being exploited increasingly in education. Good quality games, which are challenging, instructive, and absorbing, can make learning enjoyable and effective. But is this the case for children who struggle in school? This paper reviews the emerging literature on video game uses by children with special educational needs. With reference to both entertainment games and “serious” games, we consider (i) the implications of developmental and learning disabilities for game play, (ii) the potential of games to address special cognitive and educational needs, and (iii) the social potential of game play. Gaps in current knowledge are identified and directions for future research are outlined.

Problematic consumption of substances and video game use in spanish university students depending on sex and place of residence

2018 ◽  
Vol 18 (1) ◽  
pp. 89-96
Author(s):  
Félix Zurita Ortega ◽  
Ramón Chacón Cuberos ◽  
Manuel Castro Sánchez ◽  
Asunción Martínez Martínez ◽  
Tamara Espejo Garcés ◽  
...  
Keyword(s):  
Video Games ◽  
Alcohol Consumption ◽  
University Students ◽  
Video Game ◽  
New Technologies ◽  
Tobacco Consumption ◽  
Male Students ◽  
Place Of Residence ◽  
Harmful Substances ◽  
The Relationship

Aims: This study aims to identify the relationship between consumption of harmful substances and video games use with gender and place of residence in a sample of Spanish university students.Methods: The research was conducted with a sample of 490 university students (M = 22.8 years; SD = 3.63). The main instruments used were the Fagerström Test for Nicotine Dependence (ftnd), the Alcohol Use Disorders Identification Test (AUDIT), the Questionnaire of Experiences Related to Video Games (QERV) and the Questionnaire of Habits of Video games Consumption (QHVC).Findings: The results show a relatively low tobacco consumption and video game use and a high alcohol consumption. With regards to gender, women hardly ever drink alcohol and play with video games less often than men. Participants’ place of residence influenced their habits regarding video games, but not regarding tobacco and alcohol consumption. Additionally, regression analyses identified that males were five times more likely to exhibit problematic video game use.Conclusion: Spanish male students, who has grown-up with technology looming, is absorbed easily by new technologies such as social networks and video games. These habits and consumption of harmful substances can cause health problems which must be prevented and treated from educational stratum. 

Critical Literacy Learning through Video Games: Adolescent Boys' Perspectives

2007 ◽  
Vol 4 (3) ◽  
pp. 285-296 ◽  
Author(s):  
Kathy Sanford ◽  
Leanna Madill
Keyword(s):  
Video Games ◽  
Critical Literacy ◽  
Video Game ◽  
Negative Impact ◽  
Literacy Learning ◽  
Literacy Skills ◽  
Adolescent Boys ◽  
Game Play ◽  
Research Project ◽  
Video Game Play

The rapidly growing phenomenon of video games, along with learning that takes place through video game play, have raised concerns about the negative impact such games are reputed to have on youth, particularly boys. However, there is a disconnect between the discourse that suggests that boys are failing in learning literacy skills, and the discourse that suggests that they are learning highly sophisticated literacy skills through engagement with video games. This article reports on a research project investigating the literacy skills boys are learning through video game play and explores whether these skills are actually beneficial and whether they aid learning or distract from more useful literacy learning and healthy pursuits.

scholarly journals Readers, Players, and Watchers: Short and Long-term Vocabulary Retention through Digital Video Games

2017 ◽  
Vol 6 (4) ◽  
pp. 52 ◽  
Author(s):  
Mohsen Ebrahimzadeh ◽  
Sepideh Alavi
Keyword(s):  
Video Games ◽  
Video Game ◽  
Digital Video ◽  
Male Students ◽  
Vocabulary Retention ◽  
Compound Nouns ◽  
Time Period ◽  
Short And Long Term ◽  
Intensive Reading

The study investigated short- and long-term vocabulary retention through a digital video game. Participants were 241 male students (age 12–18) randomly assigned to three treatments, namely, Readers who learned vocabulary through intensive reading, Players who learned vocabulary through playing a digital video game, and Watchers who learned by watching two classmates play the digital video game. Twenty one words (simple and compound nouns) were pretested and then followed by the interventions which lasted for five weeks. The same pretest was posttested twice: As a one month and a three months delayed posttest after the study to measure short- and long-term vocabulary retention respectively. Results indicated that the Players and Watchers outperformed the Readers in terms of both short- and long-term vocabulary retention. The Readers were the only group to forget a significant number of words on the three-months delayed posttest. Only the Players’ treatment was equally effective for learning both simple and compound nouns. The Players showed the highest mean score on both posttests and the least drop from the short- to long-term posttest. It is concluded that digital video games can help students retain vocabulary over a longer time period.

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.

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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