Learning acquired from a computer game‐based early algebra intervention

2021 ◽  
Author(s):  
Christopher Engledowl ◽  
Mohammad Al‐younes ◽  
Barbara Chamberlin ◽  
Ted Stanford
Keyword(s):  
Computer Game ◽  
Early Algebra

In a Working Mood?

2008 ◽  
Vol 20 (1) ◽  
pp. 3-14 ◽  
Author(s):  
Leonard Reinecke ◽  
Sabine Trepte
Keyword(s):  
Cognitive Task ◽  
Prior Experience ◽  
Computer Game ◽  
Control Group ◽  
Mood Management ◽  
Management Processes ◽  
Quasi Experimental ◽  
Personal Media ◽  
Experimental Group ◽  
Subsequent Task

Abstract. This quasi-experimental study examined the effects of exposure to a computer game on arousal and subsequent task performance. After inducing a state of low arousal, participants were assigned to experimental or control conditions via self-selection. Members of the experimental group played a computer game for five minutes; subjects in the control group spent the same amount of time awaiting further instructions. Participants who were exposed to the computer game showed significantly higher levels of arousal and performed significantly better on a subsequent cognitive task. The pattern of results was not influenced by the participants' prior experience with the game. The findings indicate that mood-management processes associated with personal media use at the workplace go beyond the alteration of arousal and affect subsequent cognitive performance.

Psychophysiological responses to emotion-antecedent appraisal of critical events in a computer game

1996 ◽  
Author(s):  
Rainer Banse ◽  
Alexandre Etter ◽  
Carien van Reekum ◽  
Klaus R. Scherer
Keyword(s):  
Computer Game ◽  
Critical Events ◽  
Psychophysiological Responses

Enjoyment of Computer Game Play

2010 ◽  
Author(s):  
Xiaowen Fang ◽  
Susy Chan ◽  
Jacek Brzezinski ◽  
Chitra Nair
Keyword(s):  
Computer Game ◽  
Game Play

A Cooperative Computer Game for Public Efficiency Development

2014 ◽  
Vol 13 (8) ◽  
pp. 4760-4766
Author(s):  
Sachchida Nand Prasad
Keyword(s):  
Group Therapy ◽  
Group Work ◽  
Computer Games ◽  
Computer Game ◽  
Target Population ◽  
Design Interfaces ◽  
Design Case Study ◽  
Effective Group ◽  
Public Group

This paper presents a design case study of SIDES: Design Interfaces to Develop Effective Public Efficiency. SIDES is a tool designed to help adolescents in Public group therapy, specifically individuals with Asperser’s Syndrome, practice effective group work efficiency using a four-player cooperative computer game that runs on computer games technology. We are represent the design process and evaluation of SIDES conducted over a period of six months with a middle school Public group therapy class. Our findings indicate that   computer games   are a motivating and supported tool for effective group work among. My target population and reveal different design lessons to inform the development of similar systems.

Learning to program with Game Maker

2017 ◽  
Vol 1 (2) ◽  
pp. 17 ◽  
Author(s):  
Claire Johnson
Keyword(s):  
Computer Games ◽  
Computer Game ◽  
Visual Programming ◽  
Cultural Significance ◽  
Pair Group ◽  
Positive Attitudes ◽  
Programming Software ◽  
Constructionist Approach ◽  
South East England ◽  
Computing Curriculum

Game Maker is widely used in UK secondary schools, yet under-researched in that context. This paper presents the findings of a qualitative case study that explores how authoring computer games using Game Maker can support the learning of basic programming concepts in a mainstream UK secondary setting.  The research draws on the learning theory of constructionism, which asserts the importance of pupils using computers as ‘building material’ to create digital artefacts (Papert, 1980; Harel and Papert, 1991), and considers the extent to which a constructionist approach is suitable for introducing basic programming concepts within a contemporary, game authoring context.  The research was conducted in a high achieving comprehensive school in South East England. Twenty-two pupils (12 boys; 10 girls; 13-14 years old) completed a unit of work in computer game authoring over an eight-week (16 x 50 minute lessons) period. In planning and developing their games, they worked in self-selected pairs, apart from two pupils (one boy and one girl) who worked alone, by choice. Nine of the ten pairs were the same gender. Data were collected in planning documents, journals and the games pupils made, in recordings of their working conversations, and in pair, group and artefact-based interviews. Findings indicate that as well as learning some basic programming concepts, pupils enjoyed the constructionist-designed activity, demonstrated positive attitudes to their work, and felt a sense of achievement in creating a complex artefact that had personal and cultural significance for them. However, the findings also suggest that the constructionist approach adopted in the research did not effectively support the learning of programming concepts for all pupils. This research arises out of a perceived need to develop accessible, extended units of work to implement aspects of the Computing curriculum in England. It suggests that using Game Maker may offer a viable entry, and identifies the programming concepts and practices which pupils encountered, the difficulties they experienced, and the errors they made when authoring computer games. It also offers recommendations to increase the readiness with which students engage with key programming concepts and practices when using this visual programming software. In so doing it makes a practical contribution to the field of qualitative research in secondary computing education. 

scholarly journals Computer game-assisted intructional model for teaching science in elementary school

2021 ◽  
Vol 1987 (1) ◽  
pp. 012011
Author(s):  
H Hernawan ◽  
W Rifqiana ◽  
D B I Taofik ◽  
L S Mulyani
Keyword(s):  
Elementary School ◽  
Computer Game ◽  
Teaching Science

scholarly journals A simple cognitive task intervention to prevent intrusive memories after trauma in patients in the Emergency Department: A randomized controlled trial terminated due to COVID-19

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Marie Kanstrup ◽  
Laura Singh ◽  
Katarina E. Göransson ◽  
Beau Gamble ◽  
Rod S. Taylor ◽  
...  
Keyword(s):  
Emergency Department ◽  
Traumatic Event ◽  
Cognitive Task ◽  
Controlled Trial ◽  
Virus Transmission ◽  
Computer Game ◽  
Similar Time ◽  
Intrusive Memories ◽  
Randomised Controlled ◽  
Simple Cognitive Task

Abstract Objective This randomised controlled trial (RCT) aimed to investigate the effects of a simple cognitive task intervention on intrusive memories ("flashbacks") and associated symptoms following a traumatic event. Patients presenting to a Swedish emergency department (ED) soon after a traumatic event were randomly allocated (1:1) to the simple cognitive task intervention (memory cue + mental rotation instructions + computer game "Tetris" for at least 20 min) or control (podcast, similar time). We planned follow-ups at one-week, 1-month, and where possible, 3- and 6-months post-trauma. Anticipated enrolment was N = 148. Results The RCT was terminated prematurely after recruiting N = 16 participants. The COVID-19 pandemic prevented recruitment/testing in the ED because: (i) the study required face-to-face contact between participants, psychology researchers, ED staff, and patients, incurring risk of virus transmission; (ii) the host ED site received COVID-19 patients; and (iii) reduced flow of patients otherwise presenting to the ED in non-pandemic conditions (e.g. after trauma). We report on delivery of study procedures, recruitment, treatment adherence, outcome completion (primary outcome: number of intrusive memories during week 5), attrition, and limitations. The information presented and limitations may enable our group and others to learn from this terminated study. Trial registration ClinicalTrials.gov: NCT04185155 (04-12-2019)

Sign in / Sign up

Export Citation Format

Share Document