Using the power of research to inform ICT integration in education

Posts tagged ‘serious games’

Is research on violent video games methodologically flawed?

Ferguson, Christopher J. (2013) Violent video games and the Supreme Court: Lessons for the scientific community in the wake of Brown v. Entertainment Merchants Association, American Psychologist, Vol 68(2), Feb-Mar 2013, 57-74

In June 2011 the U.S. Supreme Court ruled that video games enjoy full free speech protections and that the regulation of violent game sales to minors is unconstitutional. The Supreme Court also referred to psychological research on violent video games as “unpersuasive” and noted that such research contains many methodological flaws. Recent reviews in many scholarly journals have come to similar conclusions, although much debate continues. Given past statements by the American Psychological Association linking video game and media violence with aggression, the Supreme Court ruling, particularly its critique of the science, is likely to be shocking and disappointing to some psychologists. In this article the author argues that the psychological community would be better served by reflecting on this research and considering whether the scientific process failed by permitting and even encouraging statements about video game violence that exceeded the data or ignored conflicting data. Although it is likely that debates on this issue will continue, a move toward caution and conservatism as well as increased dialogue between scholars on opposing sides of this debate will be necessary to restore scientific credibility. The current article reviews the involvement of the psychological science community in the Brown v. Entertainment Merchants Association case and suggests that it might learn from some of the errors in this case for the future.

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How do game making projects influence learners’ attitudes to computing?

Judy Robertson (2013) The influence of a game making project on male and female learners’ attitudes to computing, Computer Science, Heriot-Watt University, Edinburgh, UK

There is a pressing need for gender inclusive approaches to engage young people in computer science. A recent popular approach has been to harness learners’ enthusiasm for computer games to motivate them to learn computer science concepts through game authoring. The results of this study indicate that both boys and girls in the early years of high school have positive attitudes to computing and want to find out more about it. Boys are more likely to be more strongly positive than girls. The pupils thought that the game making project was fun and around half of them would recommend it to a friend. Their teachers believed that the project was a highly positive experience for their pupils in terms of motivation, and that it benefited pupils right across the ability spectrum.

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What is the Ideology of Serious Gaming?

Edouard Pignot (2012) An Exploration of the Ideology of the Virtual and the Practice of Serious Gaming, 20TH EDAMBA Summer Academy, WARWICK BUSINESS SCHOOL

Are game-based ways of learning as innocent as they look like? Through an anthropologically-grounded study, the gamification of learning and knowing is here criticized. Objectives are threefold: (1) define SG and simulation as signifying practice involving social, political, fantasmatic logics: not merely technology. (2) Re- materialize and re-embody virtual practices. Finally, uncover (3) how fantasy and jouissance operate in hegemonic discourse of gamification. The core contribution is to analyze virtual reality utilizing a discursive approach derived from the psychoanalyst Jacques Lacan, including political theorists from the Essex School of Discourse Analysis and philosophers (Butler, Zizek) who argue in this circle.

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What is the Effect Of Digital Game Based Learning On Ninth Grade Students’ Math Achievement?

DIXIE K. SWEARINGEN (2011) Effect of Digital Game Based Learning on Ninth Grade Students’ Mathematics Achievement, A Dissertation submitted to the graduate faculty in partial fulfillment of the requirements for the Degree of DOCTOR OF PHILOSOPHY

This experimental study examined the effect of an educational massive multiplayer online game (MMOG) on achievement on a standards- based mathematics exam. It also examined the interaction of student characteristics (gender and socioeconomic status) with digital game play on mathematics achievement. No statistically significant results were found in the mean posttest results between the control and treatment. Nor were statistically significant results found by gender. Statistically significant results were indicated on time (minutes of play) and the interaction of time and socioeconomic status. Results implied for every minute a student is engaged in playing an interdisciplinary MMOG, posttest scores may increase .11 points. However, if a student is low socioeconomically, posttest scores may decrease by 11.24 points if engaged in digital game play.

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How can teachers use serious games with simple technologies?

Peter van Rosmalen, Wim Westera (2012) Introducing Serious Games with Wikis: Empowering the Teacher with simple Technologies,

Despite the continuous and abundant growth of the game market the uptake of games in education has been hampered by the general impression that games require complex technologies and that games are difficult to organise and to embed in education curriculums. This paper explores to what extent a simple serious game scenario that can be easily adopted and adapted by individual teachers and that only uses a common, relatively simple technology can leverage the adoption of serious games. It discusses the design of such a game, Argument, based on a Wiki and its use in a 6 weeks trial by students of a Master of Learning Sciences Programme. The results indicate that, even though a Wiki has clear limitations, it is a useful instrument to build game alike educational activities, to gain experience with and as a first step to use (more) complex serious games.

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