Gaming in the Classroom

Stansbury, Jessica A.; Munro, Geoffrey

doi:10.1177/0098628312475037

Cited by 16 publications

(8 citation statements)

References 19 publications

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“…Collectively, students' resistance makes teaching research courses a challenge. To counteract this, there are various types of teaching resources, such as books (e.g., Saville, 2008), research articles (e.g., Stansbury & Munro, 2013), and websites (e.g., www.TeachPsych-Science.org) dedicated to helping faculty teach research methods. However, we know little about the specific challenges faculty face, which may affect their effectiveness in teaching this important course.…”

mentioning

confidence: 99%

What’s the point? Faculty perceptions of research methods courses.

Ciarocco¹,

Strohmetz²,

Lewandowski³

2017

Scholarship of Teaching and Learning in Psychology

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Nearly every psychology major takes a course in research methods. While several studies have examined students' perceptions of research methods courses (e.g., Rajecki, Appleby, Williams, Johnson, & Jeschke, 2005;Vittengl et al., 2004), few investigate faculty's views on these courses. The current study explored faculty perceptions regarding course purpose, major course challenges for faculty and students, students' achievement, skill development, and pedagogy. One hundred and one psychology faculty throughout the United States who had experience teaching research methods completed an online survey. Results indicate consensus about the purposes of the course, particularly the importance of teaching scientific thinking, and perceived student achievement of this goal. Faculty report a variety of challenges to teaching and student learning in a methods course, some of which focus on student-related, rather than course content issues. When examining teaching techniques, faculty indicate that having students conduct research is more of a conceptual teaching tool than it is a course goal. The findings also suggest a potentially missed opportunity for skill cultivation in the course. By learning what people think the purpose of the course is, faculty can make sure teaching practices align with those goals and more effectively accomplish them. The results of this study can also help faculty better communicate the "why" behind methods requirements, which may help students better see and appreciate the utility of methods, and improve students' perceptions of the course.

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mentioning

confidence: 99%

What’s the point? Faculty perceptions of research methods courses.

Ciarocco¹,

Strohmetz²,

Lewandowski³

2017

Scholarship of Teaching and Learning in Psychology

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“…According to Hamlen (2013), “despite assumptions that children play video games to avoid mental stimulation, children are actually motivated by the challenge and thinking required by video games.” Squire (2005) reported that Marvin voluntarily, and without provocation, spent time learning more about history from the “civelopedia” which provides players with historically accurate information about their chosen civilizations and other aspects of the game. Improved student engagement using video games was also demonstrated by Stansbury and Munro (2013; Stansbury et al, 2014) who supplemented an undergraduate-level behavioral statistics lecture by having students play the game Dance Dance Revolution (DDR) to generate scores that would be used as dependent variables while teaching the students about factorial research designs. They found, based on a pre-test/post-test comparison, that students who played DDR as part of their lecture showed a greater increase in content knowledge compared to students who received a traditional lecture on the same topic.…”

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confidence: 89%

The potential of video games as a pedagogical tool

Ashinoff

2014

Front. Psychol.

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“…The My Virtual Child© programme includes features of good teaching practices as previously proposed by various research studies, such as experiential learning opportunities (Stoloff et al, 2012), interactive activities (Wilson, 2013), social networking and interactive sites (Blessing et al, 2012;Stansbury & Munro, 2013;Twenge, 2013).…”

Section: Concluding Remarks: Implications For Practicementioning

confidence: 99%

“…Furthermore, Stansbury and Munro (2013) found that implementing nontraditional teaching methods (such as a video game to teach research methods), increased students' knowledge, interest and motivation. Wilson (2013) added the positive impact of interactive activities on students' attitudes, and Blessing, Blessing and Fleck (2012) suggested the use of social networking sites (such as Twitter).…”

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confidence: 99%