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Video game representations as cues for collaboration and learning

Fri, 04/06/2010 - 21:55 |  sharritt

New entry in Digiplay games research bibliography:

Literature suggests that games can support learning in schools by enabling creative problem solving, allowing dynamic resource allocation, by providing a motivating, immersive activity, and by supporting explorations of identity. A descriptive, inductive study was carried out to identify how high school students in a school setting make use of the video game interface and its representations. Results demonstrate that specific cues direct attention, helping to focus efforts on new or underutilized game tasks. In addition, consistent and well-organized visualizations encourage learning and collaboration among students by providing shared referential resources and scaffolding coordinated sequences of problem solving acts during gameplay. Conversely, when affordances are inconsistently represented, students’ focus can shift from problem solving at the goal level (game strategy, etc.) to problem solving why the game interface is frustrating their goals. In general, the design of game representations and behaviors can help guide or hinder student learning.

111 reads |  Tags: Affordances, collaboration, collaborative learning, cues, Daniel D. Source, Educational psychology, gameplay, Games, learning, Problem solving, representations, Science, Simulation, Video Game

Students’ Use of Social and Cognitive Affordances in Video Game Play within Educational Contexts: Implications for Learning.

Fri, 04/06/2010 - 21:22 |  sharritt

New entry in Digiplay games research bibliography:

Extensive literature has shown that games can provide an engaging, dynamic, and authentic learning context. Many of the studies on the use of games in education indicate that games can support teaching standards and outcomes; however, they do not describe actual uses of video games for learning. Through the analysis of affordances employed by student gamers, an understanding of how learning takes place can inform the design of effective educational games and aid their integration into contemporary classrooms. Informed by ethnomethodology, this study used methods of grounded theory provided a detailed description of the use of video games for learning in educational contexts. Results demonstrate that learning occurs across multiple levels: the mastery of the computer interface, followed by the mastery of the game interface and upon which students can achieve advanced strategy aimed at goal achievement. Learning also occurs across multiple granularities: occurring either in short episodes, sequences of episodes, or trends. Learning can be triggered by multiple cues, such as failure, game visualizations or specific representations, as well as by peers or teachers in the social environment. Students used affordances provided by the game interface and learning environment, specifically: the visual representations of games afford particular actions; the persistent display of historical context as well as present and future potentials motivates learning; specific cues can grab attention, helping to focus efforts on new or underutilized game tasks; consistent and well organized visualizations encourage learning; and information presented in a plurality of channels is most effective for learning. The use of social peers in collaborative learning had several effects on the learning process: peers disclosed information to achieve shared meaning of objects’ purposes, and negotiated to collaboratively choose game strategies. Peer teams served cooperative roles as information sources and competitively as a performance gauge. Implications for students, educators, and game designers are offered to better play, implement, and design games for learning. A brief comparison of findings with existing theory discusses similarities among collaborative learning and activity theory, and suggests opportunities for future work. Overall, findings indicate a great potential for the use of games in education for learning.

124 reads |  Tags: Affordances, cognitive, Collaborative learning, E-Learning, Education, Education, Educational Contexts, Educational game, Educational psychology, high school, Honolulu, Learning, Learning games, Matthew J Source, Mobile Assisted Language Learning, Play, Psychology, Situated cognition, Social, Students, Technology, Technology, University of Hawaii, Video Game

Active-Input Provides More Movement and Muscle Activity During Electronic Game Playing by Children

Wed, 27/01/2010 - 11:14 |  Jason Rutter

New entry in Digiplay games research bibliography:

The majority of children in affluent countries now play electronic games, and this has lead to concerns about the health impact of this activity. Traditional electronic games have used gamepad, keyboard, and mouse input, but newer game interfaces that require more movement are now available. However the movement and muscle activity demands of electronic games have not been described. This study compared the amount of movement and muscle activity while 20 children aged 9 to 12 years watched a DVD and played games using handheld computer, gamepad, keyboard, steering wheel and, active-input (Webcam motion analysis-Sony EyeToy (R)) devices. Movement of the head, sacrum, foot, shoulder, wrist, and thumb was measured along with activity in cervical erector spinae, lumbar erector spinae, rectus femoris, upper trapezius, anterior deltoid, and wrist extensor muscles. Use of the wheel resulted in some increase in upper limb movement and muscle activity, but the other traditional input devices were usually as sedentary as watching a DVD. In contrast, use of the active-input device (EyeToy) resulted in substantial movement and muscle activity in limbs and torso. These results suggest that playing traditional electronic games is indeed a sedentary activity but that new active-input technologies may be useful in encouraging more movement and muscle activity in children.

Add new comment |  79 reads |  Tags: Amp, body fatness, calcium intake, different information technologies, Energy-Expenditure, Erector spinae, Exercise, EyeToy, habitual physical-activity, History of video games, Physiological-Responses, PlayStation 2, screen-based media, Sony Computer Entertainment, Video Game, Young-Adults

Is aggression in children with behavioural and emotional difficulties associated with television viewing and video game playing? A systematic review

Tue, 19/01/2010 - 14:28 |  Jason Rutter

New entry in Digiplay games research bibliography:

Possible associations between television viewing and video game playing and children's aggression have become public health concerns. We did a systematic review of studies that examined such associations, focussing on children and young people with behavioural and emotional difficulties, who are thought to be more susceptible.We did computer-assisted searches of health and social science databases, gateways, publications from relevant organizations and for grey literature; scanned bibliographies; hand-searched key journals; and corresponded with authors. We critically appraised all studies.A total of 12 studies: three experiments with children with behavioural and emotional difficulties found increased aggression after watching aggressive as opposed to low-aggressive content television programmes, one found the opposite and two no clear effect, one found such children no more likely than controls to imitate aggressive television characters. One case-control study and one survey found that children and young people with behavioural and emotional difficulties watched more television than controls; another did not. Two studies found that children and young people with behavioural and emotional difficulties viewed more hours of aggressive television programmes than controls. One study on video game use found that young people with behavioural and emotional difficulties viewed more minutes of violence and played longer than controls. In a qualitative study children with behavioural and emotional difficulties, but not their parents, did not associate watching television with aggression. All studies had significant methodological flaws. None was based on power calculations.This systematic review found insufficient, contradictory and methodologically flawed evidence on the association between television viewing and video game playing and aggression in children and young people with behavioural and emotional difficulties. If public health advice is to be evidence-based, good quality research is needed.

Add new comment |  127 reads |  Tags: Adolescents, Aggression, Aggression, Amp, appraising qualitative research, Behavior, cartoons, child, Disaster, Disaster, disturbed children, Environment, Environment, Exposure, Health, Health, Impact, Labor, Media Violence, Media violence research, Psychology, Sample, Social Issues, Social philosophy, systematic review, Technology, Technology, Television, Video Game, Weather, Weather

Games For Health: The Latest Tool In The Medical Care Arsenal

Wed, 13/01/2010 - 10:39 |  Jason Rutter

New entry in Digiplay games research bibliography:

At the heart of any promising plan to transform the health care system lie two priorities: broader access to care for patients, and deeper engagement in health care by patients. Although the problem of expanding access to affordable care remains unresolved, new tools for deepening consumers' engagement in health care are proliferating like viral spores in a virtual pond. Digital games, including virtual realities, computer simulations, and online play, are valuable tools for fostering patient participation in health-related activities. This is why gaming is the latest tool in the arsenal to improve health outcomes: gaming makes health care fun. [Health Aff (Millwood). 2009; 28(5): w842-8 (published online 4 August 2009; 10.1377/hlthaff.28.5.w842)]

Add new comment |  115 reads |  Tags: AMP Energy, Health, Health, Labor, Social Issues, trial, Video Game

Exploring success factors of video game communities in hierarchical linear modeling: The perspectives of members and leaders

Wed, 13/01/2010 - 10:39 |  Jason Rutter

New entry in Digiplay games research bibliography:

Video games are enjoying fast-growing popularity, becoming a major component of young people's social lives and leisure activities. Many players share information and conduct social interactions in virtual communities (VC). The current study sought to examine the relationships between members and leaders in such video game communities using a number of variables to describe the member (i.e., knowledge sharing, usefulness, enjoyability, off-site interaction, satisfaction, loyalty, and intention to use) and the leader (i.e., leader involvement). Based on a sample of 2227 members and 41 leaders in 30 video game communities, the research demonstrated the use of a two-level hierarchical linear modeling (HLM) to examine the relationships of VC leaders and members, appropriately adjusted for a nested structure. The results indicated that leaders who engage in higher levels of involvement in VC are more likely to have members who agree with and respond to the community. Furthermore, member- and leader-level factors were significantly associated with member satisfaction: knowledge sharing, usefulness, and enjoyability explained within-VC variance while leader involvement explained between-VC variance. Finally, member satisfaction demonstrated positive effects on both member loyalty and intention to use. The study further discussed the implications of these findings, offering direction for future research. (C) 2009 Elsevier Ltd. All rights reserved.

Add new comment |  134 reads |  Tags: Amp, AMP Energy, conceptual-framework, customer satisfaction, hierarchical linear model (hlm), Hierarchical linear modeling, Human-computer interaction, knowledge sharing behavior, leader involvement, loyalty, PARTICIPATION, PERCEPTIONS, play online games, product development teams, Satisfaction, Technology, Technology, Video Game, virtual communities, virtual community

Video Game-Based Education in Mechanical Engineering: A Look at Student Engagement

Wed, 06/01/2010 - 12:29 |  Jason Rutter

New entry in Digiplay games research bibliography:

One of the core courses in the undergraduate mechanical engineering curriculum has been completely redesigned. lit the new numerical methods course, all assignments and learning experiences are built around a video/computer game. Students are given the task of writing computer programs to race a simulated car around a track. In doing so, students learn and implement numerical methods content. The paper describes a preliminary study to measure student engagement. Results show that students 'playing' the video game in their homework are significantly more engaged than when working oil homework in other engineering courses.

Add new comment |  101 reads |  Tags: Amp, AMP Energy, environments, mechanical engineering, numerical methods, Person Career, serious game, simulation, student engagement, Video Game

Attention deficit/hyperactivity disorder and video games: A comparative study of hyperactive and control children

Mon, 10/03/2008 - 23:49 |  Jason Rutter

New entry in Digiplay games research bibliography:

Introduction: This study describes and compares the behavior of hyperactive and control children playing video games. Subjects and methods: The sample consisted of 29 ADHD children and 21 controls aged between 6 and 16 years playing video games. We used the Child Behavior Checklist and the Problem Videogame Playing scale (PVP scale). This instrument gives objective measures of problem use, which can be considered as an indication of addictive videogame playing. We designed a questionnaire for the parents, eliciting qualitative information about their child's videogame playing. There were no significant differences concerning frequency or duration of play between ADHD children and controls but differences were observed on the PVP scale. None of the controls scored above four whereas 10 hyperactive children answered affirmatively to five or more questions. These children presented a greater intensity of the disorder than the other ADHD children. Conclusion: While no differences concerning video game use were found, ADHD children exhibited more problems associated with videogame playing. It seems that a subgroup of ADHD children could be vulnerable to developing dependence upon video games. \copyright2007 Elsevier Masson SAS. All rights reserved.

Add new comment |  1368 reads |  Tags: Addiction, Attention, Attention deficit hyperactivity disorder, Attention-deficit hyperactivity disorder, Attention-deficit hyperactivity disorder controversies, Charles Perrens, Childhood psychiatric disorders, children, Diet and attention deficit hyperactivity disorder, Education, Educational psychology, France, Hyperactivity, Medicine, Neurological disorders, Psychology, Technology, Technology, Video Game

Cardiovascular effects in adolescents while they are playing video games: A potential health risk factor?

Mon, 10/03/2008 - 23:49 |  Jason Rutter

New entry in Digiplay games research bibliography:

We analyzed heart rate (HR), systolic and diastolic blood pressure (SBP, DBP), oxygen consumption, and carbon dioxide production in 17 male adolescents during a racing simulation video game (VG) and compared to resting state (RS) and exercise testing (ET) measures. We were able to demonstrate a significant (p<.005) increase from RS to VG concerning HR (+13.1 bpm), SBP (+20.8 mmHg), and DBP (+12.1 mmHg) with SBP and DBP elevations exceeding 2 SD in all children and 14/17 children, respectively. The energy consumption during VG (max 1.71 kcal/min) was unaltered compared to RS and significantly lower compared to ET even at the starting strain of 25 W (1.94 kcal/min). Hemodynamic parameters tested demonstrated lower HR, unchanged SBP, and higher DBP during the VG compared with ET. Comparing all measured parameters it can be said that the relation of blood pressure and energy consumption during VG might not be favorable. Copyright \copyright2007 Society for Psychophysiological Research.

Add new comment |  1280 reads |  Tags: Adolescents, Anatomy, Biology, Blood pressure, Cardiovascular response, Cardiovascular system, children, Consumption, Energy consumption, Ergometer, Exercise equipment, heart rate, Indoor rower, Medicine, Obesity, Obesity, Psychophysiology, Rowing, Technology, Technology, Video Game

Film Live: An Excursion into Machinima

Mon, 31/12/2007 - 20:49 |  Curtis Conkey

New entry in Digiplay games research bibliography:

Machinima is a technique that relies on the use of 3D game engines to generate a recorded performance in virtual worlds. It is rooted in the gaming community and the interactive access that is part of games’ nature but it also applies cinematic language. Technically, it can be realized as a linear video, a recorded event-world, or a ‘live performance,’ with each form offering different possibilities and limitations. All three forms are interconnected and share some key elements. Four of these elements are the remediation of cinematic effects and of the underlying game engine that leads to a form of virtual puppetry and hyperrealism. These features describe a wide range of expressions – especially concerning the rich visual stylization – as well as severe limitations – particularly in the actors’ controls and animations. They position Machinima in a rough framework of expressive features. Offering the highest level of interactive functionality, the ‘live performance’ Machinima has the most potential for interactive storytelling. Three main examples from different fields exemplify this potential. It is here that Machinima offers access to new forms that combine cinematic visualization and live performance.

Add new comment |  593 reads |  Tags: 3D computer graphics, Animation, Computer animation, Computer graphics, Emergent gameplay, Film, Game Engines, Machinima, Machinima, Religion, Religion, video capture, Video Game

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Copyright: Jason Rutter 2010