How Could the Use of Game Elements Help Students' Affective and Cognitive Engagement During Game Play?

Researchers have posited different types of engagement, distinguishing between behavioral, cognitive, and affective engagement and theoretical frameworks have helped explain the psychological aspects of engagement. However, game researchers should examine all types of engagement using multiple methodologies as a means to understand what students are learning from educational games during game play. Conclusive results require psychological aspects and learning characteristics to be considered, but also require a deeper understanding of the intricate links between learning and game mechanics for engagement. This article presents the findings from a qualitative study with thirty participants that focuses on the importance of affective and cognitive engagement during game play with educational games. To do this, the researchers used Ferran Alsina, a game that would help to develop learning competences of primary education skills. Researchers obtained the experiences of students through a game play session, basic game metrics, think-aloud protocol, observation and focus groups. Results shows that the game provided participants an active participation associated with both affective and cognitive engagement. Without attention to cognition the atuhors risk losing valuable data that relate to a student's learning. Researchers should consider multiple qualitative methodologies and game play experience analysis as student experiences are qualitative.

EVOLUTION OF THE COMPONENTS OF SPORTSMANSHIP AND AGGRESSION IN TERMS OF WATER POLO PLAYER POSITIONS

Two commonly used constructs in sport psychology researches are aggression and sportsmanship. In the present research, we attempted to assess the correlations between these two phenomena among male water polo players. The main objective was to explore the differences in aggression in the sport-specific positions of water polo in different aspects - physique, age, etc. - considered. Furthermore, the research sought to demonstrate the inverse relationship between aggression and sportsmanship in a water polo sample. To access these constructs in our research besides the Buss-Perry Aggression Questionnaire and the Sportsmanship Attitude Scale a self-formulated water polo specific questionnaire was used, which intended to measure the aggression in the water during water polo matches. From the results, it can be seen that, according to our sample, both the trait aggression of the players and the role determined by their positions in the game play a decisive role when it comes to the aggression of an athlete. Moreover, the results obtained for water polo players also proved that sportsmanship and aggression are two contradictory constructs.

Comparison of Head Impact Exposure Across Common Activities in Youth Soccer

ObjectiveThe objective of this study was to compare head impact exposure across common training activities in soccer.BackgroundSoccer is a popular youth sport in the United States, but repetitive head impacts during training may result in neurocognitive deficits. Current research has identified factors associated with increased head impact exposure in soccer, but research has yet to contextualize head impact exposure across soccer activities. Modifying practice structure may be an avenue for reducing head impact exposure and concussion risk in soccer.Design/MethodsEight U15 soccer players participated in this study for 2 soccer seasons. Players wore a custom instrumented mouthpiece sensor during all practices and games. On-field activities were recorded with a time-synchronized camera. Research personnel recorded the duration of all practice (e.g., technical training, team interaction) and game activities performed by each player, and film review was performed to identify all head contact events during each session. Head impact exposure was quantified in terms of peak kinematics and impacts per player per hour. The amount of time an athlete was exposed to an activity was also evaluated. Mixed effects models were used to compare peak kinematics and generalized linear models were used to compare impact rates across activity types.ResultsActivity types were associated with peak kinematics and impact rate. Technical training activities were associated with higher impact rates and lower mean kinematics compared to other activity types. Team interaction activities and game play were associated with the highest rotational kinematics, but the lowest impact rates. A similar number of player-to-player contact events occurred within technical training, team interaction, and game play activities.ConclusionsInterventions designed to reduce head impact frequency in soccer may benefit from targeting technical training activities; whereas, interventions designed to reduce head impact magnitude may benefit from targeting team interaction and game activities.

Meningkatkan Hasil Belajar dan Keaktifan Melalui Game Rangking 1 Dengan Materi Umum Bersama Anak Panti Asuhan As-Sohwah

The purpose of holding a rank 1 game is to test improving learning outcomes and the activeness of the children of the As-Shohwah orphanage. This 1st rank game was held at the elementary-junior-high school level, the 1st rank was held at the As-Shohwah Orphanage, Simpang Baru Village, Pekanbaru City. Team held a ranking 1 game method by providing training and then giving a competition in the form of general questions. The results of the 1st rank game in children get enthusiastic, increased interest in learning again, lively and active enthusiasm in answering questions in the 1st rank game play.

Analysis of Athletes ' Views on Digital Games

The aim of this research is to determine athletes ' views on digital games and to determine their relationship to certain variables. 1521 (927 male, 594 female) athletes who continue their activities in different branches constitute the sample of the research. The research is in the screening model and has a descriptive quality. As a data collection tool, an online questionnaire was applied in which participants' demographic information, frequency of game play, the duration of game play with either mobile phone and desktop computer, and their digital game play status were surveyed. The data was analyzed using the SPSS statistical package program and the significance level was accepted as p<0.05. As a result, 60.9% of the research group were male, 35.5% were between the ages of 21 and 30, 59.2% were students, and 61.5% were undergraduates or graduates. 36.9% of participants were observed to play sports between 1-5 years, 27.5% were observed to play sports between 6-10 years, and 62.9% of them still continued their sports activities as athletes. In the study, it was determined that athletes played games in moderate frequency and preferred to play games at higher rates, daily, using their mobile phones. Participants expressed that they liked to play games and wanted to play again when they were successful in those games. Athletes stated that games are addictive, games with violent elements negatively affect people, and while excessive gameplay negatively affects social life, games also help them to relieve their boredom. They believe that games which are played with friends and family, etc. improved social skills, and they noted that games can be used for educational purposes, and that playing games helps them learn something new, but is mostly effective in filling out free time. Athletes also noted that they did not believe that playing digital games improved their athletic abilities specific to their sport in any way. A statistically significant difference was found when athletes' views on gender and digital games were examined. It was determined that there were statistically significant differences according to age, profession, year of playing sports, level in sports branch, frequency of playing games, duration of playing games with mobile phones, duration of playing games with computers, and that there were no statistically significant difference according to educational status. As a result, it was determined that the athletes in the research group played digital games with medium frequency and liked to play games. We believe that it will be useful for athletes to use digital games, the internet and social media to develop their skills in their branch of sports. Keywords: Digital game, sports and Digital Game, athletes and digital game.