scholarly journals Digital Games in the Science Classroom: Leveraging Internal and External Scaffolds during Game Play

2018 ◽  
Author(s):  
Kara Krinks ◽  
Heather Johnson ◽  
Douglas B. Clark
Keyword(s):  
Science Classroom ◽  
Digital Games ◽  
Game Play

scholarly journals Language in Game Rules and Game Play: A Study of Emergence in Pandemic

2015 ◽  
Vol 5 (6) ◽  
pp. 1 ◽  
Author(s):  
Rei Masuda ◽  
Jonathan DeHaan
Keyword(s):  
Discourse Analysis ◽  
Speech Acts ◽  
Digital Games ◽  
Foreign Languages ◽  
Future Research ◽  
Board Game ◽  
Academic Vocabulary ◽  
Game Play ◽  
Analysis Tools ◽  
Compare And Contrast

<p class="western"> </p><p>Language and games are both creative activities that can exhibit unexpected behaviors and meanings. Previous studies in the connections between games and language have focused on digital games. The current study investigated the emergence of language in a modern cooperative board game (Pandemic) and used discourse analysis tools to compare and contrast the textual rule book and oral discussions in observed gameplay in terms of speech acts and vocabulary. Unexpected language did emerge in the gameplay, and in general, the longer text and sentences of the rulebook contained more academic vocabulary, and the shorter game play language contained more slang and expressives. Limitations of the study are elucidated and suggestions for future research and uses of analog games for learners of foreign languages are offered.<strong></strong></p><p class="western"><span style="color: #000000;"><span style="font-family: 'Times New Roman', serif;"><span><br /></span></span></span></p>

The older player of digital games: A classification based on perceived need satisfaction

2014 ◽  
Vol 39 (1) ◽  
Author(s):  
Bob De Schutter ◽  
Steven Malliet
Keyword(s):  
Older Adults ◽  
Video Games ◽  
Qualitative Study ◽  
Digital Games ◽  
Need Satisfaction ◽  
Digital Game ◽  
Game Play ◽  
Perceived Need ◽  
Freedom Fighters ◽  
Larger Sample

AbstractThe current study aims to integrate the findings of previous research on the use of video games by older adults by applying the Uses & Gratifications (U&GT) paradigm (Blumler and Katz, 1974). A qualitative study was performed with 35 participants aged between 50 and 74, who were selected from a larger sample of 213. Based upon their primary playing motives and the gratifications they obtain from digital game play, a classification was developed, resulting in five categories of older adults who actively play games: “time wasters”, “freedom fighters”, “compensators”, “value seekers” and “ludophiles”.

scholarly journals Using Digital Games in the Science Classroom

2021 ◽  
Author(s):  
Tamara L. Anderson
Keyword(s):  
High School ◽  
Prior Knowledge ◽  
Self Efficacy ◽  
Science Classroom ◽  
Digital Games ◽  
School Science ◽  
High School Science ◽  
Teachers And Students ◽  
Science Classes ◽  
Scaffolding Learning

High school science classes can be difficult for students to be successful in because of the content-specific vocabulary and the expectation of prior knowledge in the subject area that teachers have of their students. The use of digital games in the classroom can provide teachers with the tools to help students scaffold their learning and better grasp the vocabulary necessary to be successful in science class. The purpose of this mixed methods study was to focus teachers’ and students’ perceptions of digital games in the high school science classroom on vocabulary development, scaffolding learning by activating prior knowledge, and self-efficacy. Findings suggest that teachers and students believed that using digital games positively impacted the development of vocabulary knowledge and helped scaffolding learning. Some students found that their levels of self-efficacy were positively impacted by using digital games in their science classes. Teachers can use these findings to make informed decisions about how to integrate digital games into their science curriculum.

scholarly journals Exploring factors related to college student expertise in digital games and their relationships to academics

2017 ◽  
Vol 9 (1) ◽  
pp. 28-36
Author(s):  
Karla R. Hamlen
Keyword(s):  
Academic Success ◽  
Undergraduate Students ◽  
Latent Variables ◽  
Digital Games ◽  
Personal Control ◽  
Success Factor ◽  
Academic Outcome ◽  
Digital Game ◽  
Game Play ◽  
Subject Specific

AbstractDigital game play is a common pastime among college students and monopolizes a great deal of time for many students. Researchers have previously investigated relationships between subject-specific game play and academics, but this study fulfills a need for research focusing on entertainment game strategies and how they relate to strategies and success in other contexts. Utilizing a survey of 191 undergraduate students, the goal was to investigate students’ digital game play habits, strategies, and beliefs that predict gaming expertise, and to determine if these relate to academic success. Factor analysis revealed three latent variables that predict expertise: dedication, solo mastery, and strategic play. Multiple regression analysis was used to determine whether these three components could also predict academic outcome variables. Findings point to the absence of a relationship between these variables and academic GPA, but to the presence of a tentative relationship between confidence in game play and confidence in personal control over academic success.

Moral Choices in Digital Games

2020 ◽  
pp. 707-724
Author(s):  
Cleve Graver ◽  
Fran C. Blumberg
Keyword(s):  
Real World ◽  
Digital Games ◽  
Moral Judgments ◽  
Digital Game ◽  
Game Play ◽  
Game World ◽  
Moral Decisions ◽  
Theoretical Perspectives ◽  
Growing Body ◽  
Moral Choices

Digital game play is increasingly acknowledged as an activity in which moral decisions are made. Research to date has largely addressed decisions pertaining to transgressions despite opportunities for prosocial moral choices. These decisions range from relatively benign acts of cheating to gain advantage within a game to the more egregious infliction of physical harm on virtual others to advance one’s goals. Research examining the ramifications of these transgressions as they apply to perceptions of game play and to real-world behaviors is still relatively new and largely studied among undergraduate participants. We survey this growing body of work with consideration of the theoretical perspectives that have been used to frame it and the factors, such as game narrative and mode of play, that have been identified as impacting players’ moral judgments and choices in the digital game world.

Modeling Games in the K-12 Science Classroom

2019 ◽  
Vol 11 (1) ◽  
pp. 31-50 ◽  
Author(s):  
Kara D. Krinks ◽  
Pratim Sengupta ◽  
Douglas B. Clark
Keyword(s):  
Science Classroom ◽  
Newtonian Mechanics ◽  
Game Play ◽  
Core Element ◽  
Agent Based ◽  
Representational Practices ◽  
Scientific Expertise ◽  
Game Environment ◽  
K 12 ◽  
Computational Programming

Digital games can be used as a productive and engaging medium to foster scientific expertise and have shown promise in supporting the co-development of scientific concepts and representational practices. This study focuses on the integration of a disciplinarily-integrated game, SURGE NextG, with complementary model-based activities to support the development of scientific modeling in Newtonian mechanics. Two pedagogical approaches were designed. Students in both approaches modeled the motion of an object inside and outside the game environment. One approach involved the material integration of virtual game play through a physical modeling activity in the classroom. The second approach involved a complementary modeling tool using an agent-based computational programming platform. While both modeling activities demonstrated affordances to support productive student learning, this study highlights the significance of designing multiple complementary representations of the same phenomenon as a core element of game play and related modeling activities.

Uncovering young children’s transformative digital game play through the exploration of three-year-old children’s cases

2017 ◽  
Vol 18 (2) ◽  
pp. 179-195 ◽  
Author(s):  
Youn Jung Huh
Keyword(s):  
Young Children ◽  
Real Life ◽  
Physical Space ◽  
Digital Games ◽  
Virtual Space ◽  
Learning Tools ◽  
Digital Game ◽  
Game Play ◽  
Everyday Lives ◽  
Digital World

In contrast to studies focusing on digital games as learning tools, this study shows how young children use digital games as a means of facilitating spontaneous play in their everyday lives. This article highlights how 4 three-year-old children’s play with digital games revealed their ability to create new forms of play by mixing their digital game play and other play in real life. In addition, this study shows various examples of young children breaking game boundaries (e.g. rule-breaking; using virtual space as a source for their spontaneous play; navigating between virtual and physical space for their play) in their digital game playing. This finding suggests that digital games do not entirely change or displace other practices in early childhood, but young children’s digital game play is very closely related to their spontaneous play as it occurs in their everyday lives. Young children are agentic and capable users of digital technologies, incorporating the digital world for their own purposes.

scholarly journals The Roll of the Dice in Warhammer 40,000

2014 ◽  
Vol 1 (3) ◽  
Author(s):  
Marcus Carter ◽  
Mitchell Harrop ◽  
Martin Gibbs
Keyword(s):  
Digital Games ◽  
Careful Consideration ◽  
Game Play ◽  
Shared Experiences ◽  
Strategy Game ◽  
Positive Effect

In this article we discuss the role that the physicality of dice has in the experience of the non-digital tabletop strategy game Warhammer 40,000. Numerous previous approaches towards the digital augmentation of non-digital games have considered dice rolling a menial or tedious computational task to be designed away. We disagree. In this article we argue that the physicality of dice has a positive effect on players’ experience and enjoyment of the game. This occurs through their tangibility, their role as a representational object (situationally, imaginatively and audibly), and through enabling shared experiences. Thus, while digital augmentation of physical games has the potential to make strong contributions to game play experiences, more careful consideration should be given to what might be lost through such efforts.

scholarly journals Replacing preconceived accounts of digital games with experience of play: When parents went native in GTA IV

2013 ◽  
Vol 1 (1) ◽  
Author(s):  
Gareth Schott ◽  
Jasper Van Vught
Keyword(s):  
Digital Games ◽  
Attitudes And Beliefs ◽  
Game Playing ◽  
Game Play ◽  
The Public ◽  
Grand Theft Auto Iv ◽  
The Moment ◽  
Depth Interviews

Cautionary frameworks continue to dominate evaluations of games within political contexts, obstructing consideration of the specific conditions and experiences offered by particular game texts. This paper challenges this tendency of prior government-instigated research to promote viewpoints that are not textually evaluative or play-derived when reporting on perceptions of games possessed by the public. Instead, it prioritizes Dovey and Kennedy’s (2006) argument that ‘we cannot have recourse solely to [games] textual characteristics; we have to pay particular attention to the moment of its enactment as it is played.’ More concretely, this paper describes research sparked by the NZ Classification Office’s interest in exploring ‘the extent to which the public’s perception of causal links between game playing and various social ills’ might be ‘moderated or even undermined by [knowledge of] how players actually respond to and negotiate their way through the content and characteristics of the medium’ (OFLC 2009, 24). Using both game-play observation and in-depth interviews, we concluded that the participants’ preconceptions of Grand Theft Auto IV (Rockstar North, 2008) were drastically reevaluated after experience playing the game, shifting attitudes and beliefs as to how games should be regulated.

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