scholarly journals Análisis de la percepción del estudiante sobre el empleo didáctico de Scratch en el aula

2021 ◽  
Author(s):  
Esteban Vázquez-Cano ◽  
Paz Díez-Arcón
Keyword(s):  
Mobile Phones ◽  
Video Game ◽  
Group Work ◽  
Real Life ◽  
Educational Experience ◽  
Qualitative Approach ◽  
Computer Application ◽  
Technical Procedure ◽  
Repetitive Nature ◽  
Kendall Tau Distance

This communication presents an educational experience with pre-universitary students consisting of the creation of a video game in the classroom through the computer application "Scratch". From a qualitative approach, a measure of pair documents similarity PDMS through Kendall Tau distance is applied in order to analyze students´ perception with regard to the implementation of this resource based on block programming. The results show that the most relevant positive aspects are: the increase of support between colleagues and group work, as well as the resolution of doubts. Aspects to be improved or less positive are related to its repetitive nature in the technical procedure and its reduced application in real life. Additionally, the students perceive limitations as its development is mostly constrained to tablets and smartphones, excluding mobile phones from the process. Finally, with regard to its didactic features, benefits for students in relation to their motivation towards study and greater interactivity in the work in the classroom are perceived.

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.

scholarly journals An exploratory survey of undergraduate nursing students’ experiences of group work within a Problem-Based Curriculum

Curationis ◽  
2002 ◽  
Vol 25 (4) ◽  
Author(s):  
P. Brysiewicz ◽  
R. Cassimjee ◽  
P. Mclnerney
Keyword(s):  
Nursing Students ◽  
Group Work ◽  
Real Life ◽  
Clinical Settings ◽  
Group Discussions ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Learner Centered ◽  
Life Problems ◽  
Small Group Discussions

Problem-based Learning is a learner-centered approach to education which encourages student participation and group work in the learning process. This method of selfdirected learning is facilitated by the use of small-group discussions. This being the case, it is important for groups to function effectively in order for this learning to occur. These small groups are guided by a facilitator and utilize real-life problems from the clinical settings.

Gaming as a Woman

2013 ◽  
pp. 106-122 ◽  
Author(s):  
Kristen B. Miller
Keyword(s):  
Video Games ◽  
Gender Gap ◽  
Virtual Worlds ◽  
Online Communities ◽  
Video Game ◽  
Real Life ◽  
Rock Band ◽  
Affinity Groups ◽  
Males And Females

This chapter reports the findings of two surveys taken by players of the video game Rock Band. The purpose of the surveys was to determine what differences, if any, exist between the ways that males and females learn to play the game, are motivated to improve, interact with other players both online and in real life, and interact with other players in online communities for the game. This study suggests that while females do not appear to learn to play this game much differently from males, they are motivated differently and interact with other players differently, and ultimately they have a harder time than males finding a place in the affinity groups that exist for the game, and these findings provide starting points for teachers who intend to use video games and virtual worlds for educational purposes in guarding against creating a “gender gap” between males and females.

Asteroids: The Real-Life Video Game

2021 ◽  
pp. 73-77
Author(s):  
Jenn Dlugos ◽  
Charlie Hatton
Keyword(s):  
Video Game ◽  
Real Life ◽  
The Real

Factors That Explain Adolescent and Young Adult Mobile Game Play, Part 1

2017 ◽  
pp. 320-339 ◽  
Author(s):  
Boaventura DaCosta ◽  
Soonhwa Seok
Keyword(s):  
Young Adult ◽  
Mobile Phones ◽  
Video Game ◽  
Well Being ◽  
Adolescent And Young Adult ◽  
Game Play ◽  
Mobile Game ◽  
South Korean ◽  
Game Features ◽  
Video Game Player

The first of two chapters, a study is presented that quantitatively examined the adolescent and young adult “casual” video game player. A total of 1,950 South Korean students self-reported their game play on mobile phones by answering a 92-item questionnaire designed to capture data on technology ownership; preference for game genre and titles; where and how often games were played; what factors influence game selection, what game features were the most desirable, the rationale behind playing games, and psychophysical changes experienced as a result of playing; as well as, spending habits with regard to game purchases. The findings supported many of the claims made about the casual player, revealing, for example, that mobile games are predominately played for short periods of time, in between activities, and as a means to combat boredom. Adding credence to the idea that mobile game play can be viewed as a casual activity. Results also revealed potentially positive benefits, to include improved mood and feelings of well-being along with better mental attention and focus.

America’s Army

2012 ◽  
Vol 4 (2) ◽  
pp. 19-36 ◽  
Author(s):  
Mark Pearcy
Keyword(s):  
Video Game ◽  
Real Life ◽  
The Internet ◽  
Online Video ◽  
Educational Role ◽  
Teachers And Students ◽  
Recruitment Tool ◽  
First Person Shooter ◽  
The U.S

America’s Army is a first-person “shooter” online video game produced by the U.S. Army and freely available on the Internet. Ostensibly a recruitment tool, the game constitutes a “mimetic” experience that encompasses real-life Army codes, regulations, and behaviors, approximating an authentic military experience, including realistic missions that involve violence. This article considers the educational role of such mimetic games, practical impediments to its inclusion in classrooms, and the conceptual demands the use of such games may place on teachers and students. Additionally, this article considers the ideological barriers and arguments against the educational use of games like America’s Army. Finally, this article connects the experience of America’s Army to Douglas’ (2008) concept of “playful hatred,” calling for a reconceptualization of the term towards a more competitive and pedagogically useful approach.

scholarly journals How Haptic Feedback in a Mixed Reality Pool Game Affects Real-Life Pool Performance

2019 ◽  
Vol 63 (1) ◽  
pp. 2323-2327
Author(s):  
Elaine Thai ◽  
Anil R. Kumar
Keyword(s):  
Video Game ◽  
Transfer Of Training ◽  
Haptic Feedback ◽  
Mixed Reality ◽  
Real Life ◽  
Before And After ◽  
Mixed Factorial Design ◽  
Set Up ◽  
Game Practice ◽  
Pool Game

Mechanisms for training pool skills have evolved from manually setting up balls in different positions on the table and hitting them one-by-one to now using technology to precisely set up these plays and practice the game virtually. The aim of this study was to investigate how adding haptic feedback into a pool video game affects transfer of training into real-life pool skills. A 2 x 4 mixed factorial design was used to see how haptic feedback (its absence or presence) and four types of shots affect pool performance. Half of the participants experienced the pool video game without haptic feedback while the other half experienced it with haptic feedback. Performance before and after the video game practice was recorded as successful or unsuccessful, with a series of the same 40 pre- and post-video-game shots. Results from 38 participants are presented, and their implications are discussed.

scholarly journals ‘Cease and desist?’ The persistence of Marlboro brand imagery in racing video games

2020 ◽  
pp. tobaccocontrol-2019-055300
Author(s):  
Susan Forsyth ◽  
Patricia A McDaniel
Keyword(s):  
Video Games ◽  
Video Game ◽  
Real Life ◽  
Smoking Prevention ◽  
International Policy ◽  
Policy Makers ◽  
Philip Morris ◽  
History Of ◽  
Negative Publicity ◽  
Game Industry

BackgroundSince 1972, Philip Morris (PM) has sponsored motorsports. Racing video games are a popular genre among youth and often emulate the branding of their real-life counterparts, potentially exposing youth to tobacco imagery. We examined racing video games for the presence of Marlboro imagery and explored the history of efforts to remove or regulate such imagery.MethodsWe searched the Truth Tobacco Industry documents for relevant documents and used information from video game-related websites and game play videos to identify racing video games that contained Marlboro trademarks and imagery. We also collected information on the Entertainment Software Ratings Board’s (ESRB) tobacco-specific and overall game ratings.FindingsIn 1989, negative publicity surrounding the presence of Marlboro logos in racing games led PM to threaten legal action against two game makers for copyright infringement. PM also launched a media campaign promoting this intervention as evidence of its commitment to youth smoking prevention. Nonetheless, we identified 219 video games from 1979 to 2018 that contained Marlboro trademarks and/or Marlboro-sponsored drivers and livery. Among the games in our sample with an ESRB game rating, all but one received an ‘E,’ indicating appropriateness for everyone, and all but three lacked tobacco content descriptors.ConclusionRacing video games have been and continue to be a vehicle for exposing adolescents to the Marlboro brand. Because voluntary efforts by PM and the video game industry to prevent youth exposure to tobacco brands in video games have been ineffective, USA and international policy-makers should prohibit tobacco content in video games.

Perceptions of Graduate Introvert Students Towards Problem-Based Group Work Activities in the Classroom

2021 ◽  
pp. 277-291
Author(s):  
Sharon Ndolo
Keyword(s):  
Higher Education ◽  
Research Design ◽  
Group Work ◽  
Work Experience ◽  
Qualitative Approach ◽  
Negative Group ◽  
Student Centered ◽  
Student Centered Learning ◽  
Work Activities ◽  
Higher Education Systems

This research study will examine the perceptions of graduate introvert students towards problem-based group work activities in the classroom. There is an emphasis into student-centered learning in higher education systems in today's world, and group-work activities are amongst the ways of having students active in the classroom. Results of this study will show that introverts compared to extroverts have negative group work experience. This study will show the importance of designing and structuring group work activities well to allow for all students regardless of their personalities to be able to be motivated towards group work activities and be able to retain concepts learned during student-centered learning activities. This study investigates how graduate introvert students perceive group work activities in the classroom. Personality test will be administered to ensure all participants fit into the study's description of an introvert. Qualitative approach was selected as the research design for this study using unstructured interview questions.

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