The Relationship between Student Learning Styles and Motivation during Educational Video Game Play

2011 ◽  
Vol 1 (3) ◽  
pp. 63-73 ◽  
Author(s):  
Michael R. Findley
Keyword(s):  
Video Games ◽  
Learning Styles ◽  
Student Learning ◽  
Video Game ◽  
Educational Video ◽  
Game Play ◽  
Educational Video Games ◽  
Video Game Play ◽  
Educational Video Game ◽  
Student Learning Styles

Educational video games allow for a level of intrinsic motivation and engagement that is not found in other forms of learning. This study determines if students found educational video game play to be a motivating experience and if a relationship existed between student learning styles and levels of motivation. High school psychology students played two short online educational video games and, upon completion of the activity, their intrinsic motivation levels were determined using an evaluation questionnaire. The data, as determined by the evaluation questionnaire, revealed that students found playing educational video games to be intrinsically motivating. Further examination revealed no statistically significant differences between the student learning styles and the motivation experienced during educational video game play.

The Relationship between Student Learning Styles and Motivation during Educational Video Game Play

2013 ◽  
pp. 276-287
Author(s):  
Michael R. Findley
Keyword(s):  
Video Games ◽  
Learning Styles ◽  
Student Learning ◽  
Video Game ◽  
Educational Video ◽  
Game Play ◽  
Educational Video Games ◽  
Video Game Play ◽  
Educational Video Game ◽  
Student Learning Styles

Educational video games allow for a level of intrinsic motivation and engagement that is not found in other forms of learning. This study determines if students found educational video game play to be a motivating experience and if a relationship existed between student learning styles and levels of motivation. High school psychology students played two short online educational video games and, upon completion of the activity, their intrinsic motivation levels were determined using an evaluation questionnaire. The data, as determined by the evaluation questionnaire, revealed that students found playing educational video games to be intrinsically motivating. Further examination revealed no statistically significant differences between the student learning styles and the motivation experienced during educational video game play.

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.

Playability Design Patterns

2013 ◽  
pp. 118-136 ◽  
Author(s):  
Amer Ibrahim ◽  
Francisco L. Gutiérrez Vela ◽  
Natalia Padilla Zea ◽  
José Luis González Sánchez
Keyword(s):  
Video Games ◽  
Video Game ◽  
Game Design ◽  
Design Patterns ◽  
Educational Video ◽  
Educational Video Games ◽  
Video Game Design ◽  
Player Experience ◽  
Educational Video Game ◽  
Learning Through Play

Learning through play is currently an effective and attractive educational strategy. Recently, many educational video games have failed because methods of analysis have not been used to discuss playability level in a structured way. Ensuring a good player experience characterized by playability requires cooperation and collaboration between game designers and educators. To this end, the authors have proposed a new set of patterns to support educational video game design and analysis. These patterns aim to facilitate the development of educational video games, summarize the essential information and requirements needed to understand a particular problem and the proposed solution, and present the interrelationships between educational video game components and playability attributes.

General Problem-Solving Styles and Problem-Solving Approaches in Video Games

2017 ◽  
Vol 56 (4) ◽  
pp. 467-484 ◽  
Author(s):  
Karla R. Hamlen
Keyword(s):  
College Students ◽  
Problem Solving ◽  
Video Games ◽  
General Problem ◽  
Video Game ◽  
Cognitive Strategies ◽  
Real Life ◽  
Game Play ◽  
Video Game Play ◽  
Educational Video Game

Video game play is a pervasive recreational activity, particularly among college students. While there is a large research base focused on educational video game play and uses of games in the classroom, there is much less research focused on cognitive strategies and entertainment video game play. The purpose of this study was to investigate potential relationships between general problem-solving styles and problem-solving approaches in video games. One hundred and thirty-eight undergraduate college students completed online surveys about their video game play and also an assessment of general problem-solving style. A multivariate linear regression revealed relationships between general problem-solving styles and problem-solving preferences in video games, with a few differences when looking at specific genres of games. This study provides evidence that approaches to video game play can be a reflection of real-life problem-solving styles.

scholarly journals Considerations for comparing video-game AI agents with humans

2020 ◽  
Author(s):  
Christopher R Madan
Keyword(s):  
Video Games ◽  
Video Game ◽  
Reaction Times ◽  
Game Play ◽  
Complex Action ◽  
Potential Approach ◽  
Video Game Play ◽  
Game Ai ◽  
Strategy Games ◽  
Action Sequences

Video games are sometimes used as environments to evaluate AI agents' ability to develop and execute complex action sequences to maximize a defined reward. However, humans cannot match the fine precision of timed actions of AI agents--in games such as StarCraft, build orders take the place of chess opening gambits. However, unlike strategy games, such as chess and go, video games also rely heavily on sensorimotor precision. If the `finding' was merely that AI agents have superhuman reaction times and precision, none would be surprised. The goal is rather to look at adaptive reasoning and strategies produced by AI agents that may replicate human approaches or even result in strategies not previously produced by humans.Here I will provide: (1) an overview of observations where AI agents are perhaps not being fairly evaluated relative to humans, (2) a potential approach for making this comparison more appropriate, and (3) highlight some important recent advances in video-game play provided by AI agents.

Exploring Complex Intertextual Interactions in Video Games

2016 ◽  
pp. 108-128
Author(s):  
Kathy Sanford ◽  
Timothy Frank Hopper ◽  
Jamie Burren
Keyword(s):  
Video Games ◽  
Language Arts ◽  
Video Game ◽  
Formal Education ◽  
Teaching Tool ◽  
Game Play ◽  
Video Game Play ◽  
Class A ◽  
Video Gamers ◽  
Grade 11

This chapter explores the intertextual nature of video games. Video games are inherently intertextual and have utilized intertextuality in profound ways to engage players and make meaning. Youth who play video games demonstrate complex intertextual literacies that enable them to construct and share understandings across game genres. However, video game literacy is noticeably absent from formal education. This chapter draws from bi-monthly meetings with a group of youth video gamers. Video game sessions focused on exploring aspect of video game play such as learning and civic engagements. Each session was video recorded and coded using You Tube annotation tools. Focusing on intertextuality as an organizing construct, the chapter reports on five themes that emerged that were then used to help explore the use of video games as teaching tool in a grade 11 Language Arts class. A critical concept that emerged was the idea of complex intertextual literacy that frames and enables adolescents' engagement with video games.

scholarly journals Considerations for Comparing Video Game AI Agents with Humans

Challenges ◽  
2020 ◽  
Vol 11 (2) ◽  
pp. 18
Author(s):  
Christopher R. Madan
Keyword(s):  
Video Games ◽  
Video Game ◽  
Reaction Times ◽  
Game Play ◽  
Complex Action ◽  
Potential Approach ◽  
Video Game Play ◽  
Game Ai ◽  
Strategy Games ◽  
Action Sequences

Video games are sometimes used as environments to evaluate AI agents’ ability to develop and execute complex action sequences to maximize a defined reward. However, humans cannot match the fine precision of the timed actions of AI agents; in games such as StarCraft, build orders take the place of chess opening gambits. However, unlike strategy games, such as chess and Go, video games also rely heavily on sensorimotor precision. If the “finding” was merely that AI agents have superhuman reaction times and precision, none would be surprised. The goal is rather to look at adaptive reasoning and strategies produced by AI agents that may replicate human approaches or even result in strategies not previously produced by humans. Here, I will provide: (1) an overview of observations where AI agents are perhaps not being fairly evaluated relative to humans, (2) a potential approach for making this comparison more appropriate, and (3) highlight some important recent advances in video game play provided by AI agents.

Exploring the Effects of Violent Video Games on Healthcare Trainees

2020 ◽  
Vol 51 (5) ◽  
pp. 653-665
Author(s):  
Karlie A. Krause ◽  
Chelsie Smyth ◽  
Kate L. Jansen
Keyword(s):  
Video Games ◽  
Video Game ◽  
Healthcare Providers ◽  
Personal Distress ◽  
Game Play ◽  
Violent Video Games ◽  
Video Game Play ◽  
Violent Video Game ◽  
Healthcare Settings ◽  
Distress Scale

Background. The prevalence of video game play has continued to increase. Previous literature has suggested negative emotional consequences related to violent video game play, such as an increase in aggression and decrease in empathy. Healthcare providers require high levels of empathy to effectively work with patients. The purpose of this study was to explore the effects of video games on empathy on a sample of graduate-level healthcare trainees. Methods. A sample of 81 students on a healthcare campus completed a 30-item survey assessing video game habits and empathy levels. Participants were then placed into two groups (violent and non-violent) based on the amount of video game violence they are exposed to. Results. The results revealed no differences between healthcare trainees on overall empathy. A follow-up analysis examining individual subscales that comprise the overall empathy score, indicated the violent video game players had lower scores on the Personal Distress scale. Conclusion. Findings suggest that healthcare trainees who play violent video games do not experience decreased Empathic Concern or Perspective Taking, compared to individuals who do not play violent games. However, healthcare trainees who play violent video games indicated lower levels of Personal Distress. Given the intensity in healthcare settings, findings suggest violent video game play may be adaptive to healthcare trainees, as lower personal distress can lead to better decision-making and potentially prevent burnout. Further research is necessary to determine the role of video game play in healthcare professionals.

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