The Effects of Cognitive Framing on Learning and the Game Play Experience PDF Download
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Author: Cote Theriault
Publisher:
ISBN:
Category :
Languages : en
Pages : 86
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Book Description
Author: Cote Theriault
Publisher:
ISBN:
Category :
Languages : en
Pages : 86
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Book Description
Author: Douglas A. Gentile
Publisher: Cambridge University Press
ISBN: 1108967671
Category : Psychology
Languages : en
Pages : 141
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Book Description
Video games can have many effects on players, some of which could be intentional effects (e.g., games designed to train health compliance behaviors), and most of which are unintentional (e.g., violent games, stereotypes, gaming disorder). Some of these areas of research have been seen as controversial, but many of the controversies can be at least partially resolved by considering the learning mechanisms underlying the effects. We describe the General Learning Model in greater detail than has been provided elsewhere, including short-term and long-term mechanisms, processes of learning and forgetting, and moderators of learning. Video games use many of the best practices to train for both mastery and for transfer of learning. The implications for re-interpreting the literature on violent video games and gaming disorder, as well as for applied social psychology broadly defined, are discussed.
Author: Florian Brühlmann
Publisher: Springer
ISBN: 3658169265
Category : Psychology
Languages : en
Pages : 77
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Book Description
The author shows that – contradicting the findings of Lieberoth (2015) – simply framing an activity as a game does not increase intrinsic motivation of the participants in a difficult puzzle task. Moreover, for participants who failed at the puzzle, it does not make any difference in terms of intrinsic motivation whether it was framed as a task, a meaningful task, a game or a test of cognitive abilities. However, perceived value of the activity and satisfaction of the need for autonomy were identified as significant predictors for completing additional rounds of the task. This lends support for the importance of the voluntariness and meaningfulness of the task to keep people engaged in gamification.
Author: Van Eck, Richard
Publisher: IGI Global
ISBN: 161520718X
Category : Computers
Languages : en
Pages : 405
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Book Description
"This book applies the principles of research in the study of human cognition to games, with chapters representing 15 different disciplines in the learning sciences (psychology, serious game design, educational technology, applied linguistics, instructional design, eLearning, computer engineering, educational psychology, cognitive science, digital media, human-computer interaction, artificial intelligence, computer science, anthropology, education)"--Provided by publisher.
Author: Dubbels, Brock R.
Publisher: IGI Global
ISBN: 152257462X
Category : Computers
Languages : en
Pages : 333
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Book Description
Although gaming was once primarily used for personal entertainment, video games and other similar technologies are now being utilized across various disciplines such as education and engineering. As digital technologies become more integral to everyday life, it is imperative to explore the underlying effects they have on society and within these fields. Exploring the Cognitive, Social, Cultural, and Psychological Aspects of Gaming and Simulations provides emerging research on the societal and mental aspects of gaming and how video games impact different parts of an individual’s life. While highlighting the positive, important results of gaming in various disciplines, readers will learn how video games can be used in areas such as calculus, therapy, and professional development. This book is an important resource for engineers, graduate-level students, psychologists, game designers, educators, sociologists, and academics seeking current information on the effects of gaming and computer simulations across different industries.
Author: Aaron Dignan
Publisher: Simon and Schuster
ISBN: 1451611072
Category : Business & Economics
Languages : en
Pages : 226
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Book Description
Ever wonder why teens can spend entire weekends playing video games but struggle with just one hour of homework? Why we’re addicted to certain websites and steal glances at our smartphones under the dinner table? Or why some people are able to find joy in difficult or repetitive jobs while others burn out? It’s not the experiences themselves but the way they’re structured that matters. All our lives we’ve been told that games are distractions—playful pastimes, but unrelated to success. In Game Frame, Aaron Dignan shows us that the opposite is true: games produce peak learning conditions and accelerated achievement. Here, the crucial connection between the games we love to play and the everyday tasks, goals, and dreams we have trouble realizing is illuminated. Aaron Dignan is the thirty-something founder of a successful digital strategy firm that studies the transformative power of technology in culture. He and his peers were raised on a steady diet of games and gadgets, ultimately priming them to challenge the status quo of the modern workplace. What they learned from games goes deeper than hand-eye coordination; instead, this generation intrinsically understands the value of adding the elements of games into everyday life. Game Frame is the first prescriptive explanation of what games mean to us, the human psychology behind their magnetic pull, and how we can use the lessons they teach as a framework to achieve our potential in business and beyond. Games are a powerful way to influence and change behavior in any setting. Here, Dignan outlines why games and play are such important trends in culture today, and how our technology, from our iPhones to our hybrid cars, primes us to be instinctive players. Game Frame tackles the challenging task of defining games and the mechanics that make games work from several perspectives, then explores these ideas through the lens of neuroscience. Finally, Dignan provides practical tips for using basic game mechanics in a variety of settings, such as motivating employees at work or encouraging children at home, giving readers the tools to develop their own games to solve problems in their everyday lives. Illuminated throughout with a series of real-world examples and hypothetical scenarios, Game Frame promises a crash course in game design and behavioral psychology that will leave the reader—and, by extension, the world itself—more productive. Revolutionary, visionary, practical, and time-tested, Game Frame will change the way you approach life.
Author: Weimin Toh
Publisher: Routledge
ISBN: 135118475X
Category : Language Arts & Disciplines
Languages : en
Pages : 241
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Book Description
This volume puts forth an original theoretical framework, the ludonarrative model, for studying video games which foregrounds the empirical study of the player experience. The book provides a comprehensive introduction to and description of the model, which draws on theoretical frameworks from multimodal discourse analysis, game studies, and social semiotics, and its development out of participant observation and qualitative interviews from the empirical study of a group of players. The volume then applies this approach to shed light on how players’ experiences in a game influence how they understand and make use of game components in order to progress its narrative. The book concludes with a frame by frame analysis of a popular game to demonstrate the model’s principles in action and its subsequent broader applicability to analyzing video game interaction and design. Offering a new way forward for video game research, this volume is key reading for students and scholars in multimodality, discourse analysis, game studies, interactive storytelling, and new media.
Author: Harold F. O'Neil
Publisher: Taylor & Francis
ISBN: 1000390055
Category : Education
Languages : en
Pages : 244
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Book Description
Presenting original studies and rich conceptual analyses, this volume explores how cognitive and affective metrics can be used to effectively assess, modify, and enhance learning and assessment outcomes of simulations and games used in education and training. The volume responds to the increasing use of computer-based simulations and games across academic and professional sectors by bringing together contributions from different research communities, including K-12 and postsecondary education, medical, and military contexts. Drawing on empirical results, the chapter authors focus on the design and assessment of educational simulations and games. They describe how quantitative and qualitative metrics can be used effectively to evaluate and tailor instructional resources to the cognitive and affective needs of the individual learner. In doing so, the volume enhances understanding of how games and simulations can intersect with the science of learning to improve educational outcomes. Given its rigorous and multidisciplinary approach, this book will prove an indispensable resource for researchers and scholars in the fields of educational assessment and evaluation, educational technology, military psychology, and educational psychology.
Author: Zhichun Liu
Publisher:
ISBN:
Category : Educational psychology
Languages : en
Pages : 0
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Book Description
Over the past decade, there has been increasing attention devoted to the use of digital games in education. However, prior studies on game-based learning have found mixed results in transferring in-game performance to other scenarios. One plausible explanation for these findings is that learners' performance is often assessed at a far transfer level at posttest, which is very different from the learning context. If learners fail to recognize the similarity between the learning context and the transfer context, the learning transfer is not likely to happen. Another possible reason is that learners are not solving game problems systematically. Instead, many learners rely on trial and error to complete various tasks in games. Hence, they do not learn the underlying concepts from the game-based learning experience and are not able to apply the concepts to demonstrate the far transfer. This study used an experimental design to address this problem. A total of 79 students from two schools participated in the study. Participants were randomly assigned to one of the two conditions. The control condition received basic game supports while the treatment condition received additional cognitive supports (e.g., modeling and advice) in Penguin Go, an educational game that teaches computational thinking skills by tasking students to control a penguin's movement with code blocks. The supports aimed at facilitating in-game problem-solving and improving learning transfer after gameplay. Participants were assessed at both near and far transfer level. In addition, participants' perceived enjoyment and perceived learning were collected at the end of the study. Results showed that after two hours of gameplay, students' CT skills improved significantly on near transfer with medium effect size, but not on far transfer. Between the two conditions, students performed equally well on near transfer. The control group outperformed the treatment group in terms of far transfer significantly. Further analyses revealed that accessing general game supports voluntarily (id est, digital almanac on game mechanics) significantly predicted the near transfer performance while accessing level-specific supports voluntarily (id est, game tips that facilitate goal setting and provide partial worked example) predicted the far transfer performance. In addition, adding additional cognitive supports did not decrease the enjoyment of the gameplay. At the same time, it did not increase students' sense of perceived learning.
Author: Ferdig, Richard E.
Publisher: IGI Global
ISBN: 1599048116
Category : Technology & Engineering
Languages : en
Pages : 1762
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Book Description
"This book presents a framework for understanding games for educational purposes while providing a broader sense of current related research. This creative and advanced title is a must-have for those interested in expanding their knowledge of this exciting field of electronic gaming"--Provided by publisher.
