Learning from Video Games (and Everything Else)

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.

Effects of prosocial lyrics and musical production elements on emotions, thoughts and behavior

Popular music with prosocial lyrics affects listeners’ thoughts, emotions and behavior, yet little is known about the role played by the actual music in this process. This study focused on the interaction between the prosocial lyrics and the musical production elements, examining whether certain versions of a song can enhance the effect of prosocial lyrics on thoughts, emotions and behavior. Based on the general learning model and the reciprocal-feedback model of music perception, a laboratory experiment ( N = 136) was conducted to test how listeners are affected by music with prosocial or neutral lyrics and by an electronic or an unplugged version of the music. For this purpose, an original song was composed and produced, using the same melodies and harmonies with varied lyrics and instrumentation. In a pilot study ( n = 36), a version with acoustic instrumentation was rated as the most emotional and fitting, whereas an electronic dance version was rated as the least emotional and fitting. There was a significant interaction effect between the lyrics and the musical production elements: Those listening to the unplugged version with prosocial lyrics showed the most empathetic emotions. Prosocial lyrics also had an effect on prosocial thoughts but not on behavior.

“They don’t really care…”: Effects of music with prosocial content and corresponding media coverage on prosocial behavior

Many musicians deliver prosocial messages in their music and engage in charity events, but we know very little about how our reception of this music affects us. Following the General Learning Model by Buckley and Anderson, one possible explanation could be that the music affects us because we know about the engagement and the intentions of the musicians. In most cases this knowledge is received through media coverage. Two studies were conducted to investigate what influence media coverage about music with prosocial content has on participants’ appraisal of the music, and the effect of the music on participants. The first study ( N = 145) altered the valence of the media coverage about a semi-fictional music charity project in a 3 × 1 between-subjects design. The second study ( N = 157) used music by an unknown artist that had either prosocial or comparable neutral lyrics alongside positive or neutral media coverage about the artist in a 2 × 2 between-subjects design. Both studies tested the extent to which participants’ appraisal of the music they listened to, their empathy and associated prosocial behavior or prosocial behavioral intentions differed between experimental groups. Results of Study 1 indicate that media coverage influences our appraisal as negative media coverage of the charity project was found to negatively affect participants’ appraisal of that project and Study 2 yielded that neutral media coverage of the unknown artist led to the most positive appraisal of the artist’s music.

IMPLEMENTASI MODEL PEMBELAJARAN ARIAS UNTUK MENINGKATKAN MOTIVASI DAN PRESTASI BELAJAR IPS

<p>Implementation of learning model arias in learning activities to build a sense of confidence or thurst in students. Learning activities are relevant to student that trying to attract and maintain students interest. Then, the evaluation and develop a sense of pride in students by providing reinforcement. Arias general learning model can improve students motivation. The problems encountered during the study was some students confused with the implementation of learning. There were students who are not active and not all student motivated by bringing in speakers. The strengthen was the learning become fun, students become active, spirit, motivation and learning achievement increased.</p><p><strong><em>Keywords:</em></strong><em> Aries Learning Models, learning Motivation, Learning Achievement.</em></p>

Learning Processes and Violent Video Games

Though video games can produce desirable learning outcomes, such as improved performance in school subjects, they also can produce undesirable outcomes, such as increased aggression. Some of the basic learning principles that make video games (particularly violent video games) effective at teaching are discussed in this chapter. A general learning model is presented to explain how video games can produce a variety of effects in their users. This model explains both the immediate, short term effects and cumulative, long term effects of video games. Implications of these principles are discussed in relation to education. The issue of addressing violent video games’ effects on aggression is also examined.

Learning Processes and Violent Video Games

Though video games can produce desirable learning outcomes, such as improved performance in school subjects, they also can produce undesirable outcomes, such as increased aggression. Some of the basic learning principles that make video games (particularly violent video games) effective at teaching are discussed in this chapter. A general learning model is presented to explain how video games can produce a variety of effects in their users. This model explains both the immediate, short term effects and cumulative, long term effects of video games. Implications of these principles are discussed in relation to education. The issue of addressing violent video games’ effects on aggression is also examined.