Children’s choices and strategies in video games

Hamlen, Karla R.

doi:10.1016/j.chb.2010.10.001

Cited by 90 publications

(77 citation statements)

References 25 publications

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“…Let's not forget the dimensions by which learning is structured including knowledge, application, identification of sport, fantasy, competition entertainment, social interaction and fun are involved during game time with video games (Kim & Ross, 2006;Hamlen, 2011). That is why we consider it to be an adequate resource based on the reality of today's classrooms.…”

Section: Introductionmentioning

confidence: 99%

The Development of Digital Competencies through Video Games

Marín-Díaz

Flores²

2014

WJSS

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Using today's video games in the classroom is beginning to become a reality. It's perceived as a way to approach technology from early childhood and drawn as a complement to the curriculum development of the young. This new perspective is becoming a trend in the mind of the teachers, who are gradually incorporating it into the classroom as a tool. This article presents the results of an experience carried out with students from elementary school. The overall objective was to determine whether video games could become an additional tool in curriculum development for children during this educational stage, as seen from the perspective of future teachers doing initial elementary education training, and if its integration would determine behavioral patterns towards the development of the socialization process. A Likert scale questionnaire was constructed in response to an ex post facto research model. The initial results obtained demonstrated the willingness of the current students enrolled in the education program to employ video games in their classrooms, after a didactic introduction to the use was given, in addition to confirming the hypothesis in regards to socialization, pointing which are behavioral modulators, stereotypes and peer group views, among others aspects.

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Section: Introductionmentioning

confidence: 99%

The Development of Digital Competencies through Video Games

Marín-Díaz

Flores²

2014

WJSS

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“…It may seem that homework and video games are very different learning contexts, but it has been shown that there are also relationships between video game players' personalities and the strategies they use for learning the video games (Felicia, 2009), and there are gender differences in preferred learning strategies in video games that mirror similar gender differences in school learning strategies (Hamlen, 2011). Thus, the hypothesis of this study was that both video game strategies and homework strategies would produce models that are significant predictors of academic GPA among students.…”

Section: Related Literaturementioning

confidence: 99%

Video Game Strategies as Predictors of Academic Achievement

Hamlen

2014

Journal of Educational Computing Research

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The purpose of this study was to investigate relationships between strategies students use to overcome challenges in both video games and homework assignments, and whether or not these are predictors of academic performance in school. Data were collected through an online survey of students, primarily in middle and high school, assessing both video game play strategies and homework strategies. Two separate multiple regression analyses were conducted to examine relationships between video game play strategies and school GPA, and between homework strategies and school GPA. The first regression analysis investigating video game strategies and GPA was significant, F(11, 71) = 2.666, p = .006, with five individual strategies being significantly related to GPA. The second analysis investigating homework strategies and GPA was not significant, F(7, 75) = 1.332, p = .247, with no individual strategies being significantly related to GPA. Findings suggest that future research should explore whether use of just-intime help-seeking strategies in video games may be a stronger predictor of academic achievement than students' homework strategies.

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“…There has been a growing interest in the relationship between video games and creativity [98]. Some studies show a link between playing video games and being creative [99,100]. But these are only the start.…”

Section: The Future Of Creativity -And Iq -Assessment?mentioning

confidence: 99%

Why Creativity Isn’t in IQ Tests, Why it Matters, and Why it Won’t Change Anytime Soon Probably

Kaufman

2015

J. Intell.

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Abstract:Creativity is a part of most theories of intelligence-sometimes a small part and sometimes a large part. Yet even IQ tests that assess aspects of intelligence that supposedly reflect creative abilities do not actually measure creativity. Recent work has argued that intelligence and creativity are more conceptually related than we have thought. In addition, creativity offers a potential way to counter issues of test bias from several different angles. That said, inherent difficulties in measuring creativity and inherent sluggishness in the test industry mean the odds are small that creativity will find its way into IQ tests as currently defined. However, there remain other potential possibilities in related fields.

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Children’s choices and strategies in video games

Cited by 90 publications

References 25 publications

The Development of Digital Competencies through Video Games

The Development of Digital Competencies through Video Games

Video Game Strategies as Predictors of Academic Achievement

Why Creativity Isn’t in IQ Tests, Why it Matters, and Why it Won’t Change Anytime Soon Probably

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