Teaching Executive Functions, Self-Management, and Ethical Decision-Making through Popular Videogame Play

Kulman, Randy; Stoner, Gary D.; Ruffolo, Louis; Marshall, Stephanie; Slater, Jennifer; Dyl, Amanda; Cheng, A.

doi:10.4018/978-1-60960-120-1.ch013

Cited by 4 publications

(5 citation statements)

References 7 publications

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“…The information ethics courses that were reviewed aimed to develop learners’ understanding of real-world ethical issues, and the instructions intended to improve learners’ decision-making through practicing critical evaluation within different circumstances, perspectives, or consequences. To meet these pedagogical goals and needs, what is needed is a viable and efficient learning environment, which games can provide ( Kulman et al, 2011 ; Rush, 2014 ). Games have a generally motivational quality, as they induce users to persist on tasks ( Prensky, 2003 ; Kapp, 2012 ).…”

Section: Serious Games For Information Ethics Educationmentioning

confidence: 99%

Learning Information Ethical Decision Making With a Simulation Game

2022

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Taking advantage of the nature of games to deal with conflicting desires through contextual practices, this study illustrated the formal process of designing a situated serious game to facilitate learning of information ethics, a subject that heavily involves decision making, dilemmas, and conflicts between personal, institutional, and social desires. A simulation game with four mission scenarios covering critical issues of privacy, accuracy, property, and accessibility was developed as a situated, authentic and autonomous learning environment. The player-learners were 40 college students majoring in information science and computer science as pre-service informaticists. In this study, they played the game and their game experiences and decision-making processes were recorded and analyzed. The results suggested that the participants’ knowledge of information ethics was significantly improved after playing the serious game. From the qualitative analysis of their behavioral features, including paths, time spans, and access to different materials, the results supported that the game designed in this study was helpful in improving participants’ understanding, analysis, synthesis, and evaluation of information ethics issues, as well as their judgments. These findings have implications for developing curricula and instructions in information ethics education.

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Section: Serious Games For Information Ethics Educationmentioning

confidence: 99%

Learning Information Ethical Decision Making With a Simulation Game

2022

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“…Therefore, it is essential to keep their focus at all times. Video games allow children to be vigilant and aware of their surroundings while keeping them focused and interested for the game's duration (Kulman et al, 2010). The conclusions of the present bibliographic study indicate that virtual reality settings utilized in serious games benefit youngsters with ADHD regarding social skills (Hakimirad et al, 2019) where they are at all times while a game is being taught.…”

Section: Considerationsmentioning

confidence: 73%

“…In games, memory and focus are the two most frequently used skills. When completing a task, memory and attention are combined Karyotaki, 2019;Galitskaya;Kefalis et al, 2020;Kulman et al, 2010). Longer attention spans are crucial for the cognitive functioning of people with ADHD because they are associated with higher levels of working memory (Angelopoulou et al, 2021;Doulou;.…”

Section: Considerationsmentioning

confidence: 99%

Multicultural Education and Games Using Augmented Reality in Adhd

Doulou,

Drigas

2024

JHT

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According to recent data, many communities worldwide are multicultural nowadays. Culture is believed to significantly impact the creation of therapy materials, practice models, assessment instruments, and client collaboration. Also, recent works address the interaction between a therapist and a client and the need to understand a child's social needs. Even with significant advancements in the development and delivery of efficient treatments for children with ADHD, ethnic minority youths and teens continue to lag behind their non-minority peers in terms of diagnosis and treatment rates. Various learning and behavioral obstacles are linked to this disorder because of cognitive and metacognitive functioning difficulties. Individuals can only fully integrate into society if these functions have been acquired. Children can acquire alternate strategies to manage their cognitive deficits and adapt to different circumstances by using internal attention to build self-awareness, self-regulation, and self-control. The quick progress of research has led to the development of several medicinal and psychological strategies for treating ADHD, which significantly help with symptom management. The goal of the current study is to gain an understanding of the various therapeutic approaches used to help children from racial and ethnic minorities who are suffering from ADHD. These approaches include games using augmented reality (AR) environments.

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“…Memory and focus are the two abilities most commonly utilized in games. Memory and attention are intertwined while performing a task [79][80][81][82]. Since longer attention spans are linked to higher levels of working memory, they are essential for the cognitive functioning of individuals with ADHD [83][84].…”

Section: Discussionmentioning

confidence: 99%

“…It is crucial to always hold the attention of children with ADHD, as they tend to grow bored quickly. This is made possible by video games, as they keep kids engaged and focused throughout the entire time while also demanding that they be fully alert and aware of their surroundings [82]. According to the findings of the current bibliographic Intercultural Education and ADHD: Τhe Use of Virtual Reality as a Means of Intervention and Assessment study, virtual reality environments used in serious games have a positive impact on all aspects of social skills in children with ADHD [85].…”

Section: Discussionmentioning

confidence: 99%

Intercultural Education and ADHD: Τhe Use of Virtual Reality as a Means of Intervention and Assessment

Doulou,

Drigas,

Skianis

2023

Int. J. Onl. Eng.

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People are looking to the digital world for solutions to the challenges they face in their everyday lives, as technology continues to advance rapidly. People with impairments now have equal access to learning opportunities due to technological advancements. ADHD (attention deficit hyperactivity disorder) has become more prevalent among children and teenagers from ethnic minorities in recent years. Due to challenges with cognitive and metacognitive functioning, this condition is associated with various learning and behavioral difficulties. People can only assimilate into the social environment once they have developed these functions. Children can learn alternative techniques to manage their cognitive deficiencies and adapt to various contexts by developing self-awareness, self-regulation, and self-control through internal attention. With the rapid advancement of research, numerous medical and psychological approaches have been developed for the treatment of ADHD, significantly assisting in the management of symptoms. The current study examines different therapeutic strategies aimed at improving the quality of life for children from racial and ethnic minorities who are affected by ADHD. These strategies include video games with virtual reality (VR) environments.

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Teaching Executive Functions, Self-Management, and Ethical Decision-Making through Popular Videogame Play

Cited by 4 publications

References 7 publications

Learning Information Ethical Decision Making With a Simulation Game

Learning Information Ethical Decision Making With a Simulation Game

Multicultural Education and Games Using Augmented Reality in Adhd

Intercultural Education and ADHD: Τhe Use of Virtual Reality as a Means of Intervention and Assessment

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