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Video Game & Learning What can we learn from playing interactive games? Erica Gallinaro Marta Grodzicka Michal Skrzypek Blazej Grzechnik What can we learn from playing interactive games? Reasearch finds that players learn new skills, knowledge, insights, attitudes, or even behaviors in games that challenge them to think , explore and respond. Players learn by doing and they receive help when needed and a feedback on their progress. Games usually adapt to players abilities and keep the level of difficulty in a range that is challenging but not impossibile for each individual What are educational game teaching? Current reasearch focuses on nine areas: Motivation to learn Perception and coordination Thinking and problem solving Knowledge Skill and behaviours Self-regulation and therapy Self-concepts Social relationship Attitudes and values Motivation to Learn Interactive games can motivate people to learn, including those who at first are not particularly interested in the subject matter. The incentive of trying win a game, which is an extrinsic, external motivation for learning, can draw the players into the learning activities. More than 50% of population in the United States plays interactive games regularly. Players come from all socioeconomic backgrounds, genders and age group. Motivation to Learn Appeal ex. children are attracted to games that support them in developing the skills needed to succed in the game. They like explorations and constructions activities that help them achieve game-related goals. Challenge to Reach a Goal The challenge to perform and win makes a game highly involving, especially when the challenge is difficulty, it is possible to lose, and there is more than one pathway to winning. Emotions and Fun An enthralling story, appealing characters, lush production values, a sense of social presence.... These experience can heighten players'emotional response yo an interactive game and motivate their effort to learn. Motivation to Learn Interactivity It gives to players a great deal of control, involves them in active decision making, and provides continuous feedback. Engagement Inter. Games requires deep levels of attention, managing more cognitive task at a time, making quick responses. Flow It is a state of pleasure, well being, and increased cognitive efficiency that occurs during an absorbing task. Story Line Can attract and involve an audience: players have to solve problem in order to advance the plot. Perception and Coordination Many studies ask whether players learn and improve the cognitive and motor skill they use while playing interactive games. http://www.youtube.com/watch?v=6JzcqALklRs Perception and Coordination Spatial Perception Some visually oriented interactive games improve players'spatial perception and visualization skills. Visual Style of Communication A cross-cultural experiment found that playing a visually oriented interactive game shifted players'representation styles from verbal to iconic and spatial. Cognitive Processing, Visual Processing, and Eye-Hand Coordination Children who are frequent players have greate capacity for deep concentration, are more adept making quick decisions and responses and have exceptional eye-hand coordination. Perception and Coordination Manual Dextery and Speed A study shows that who usually spent at least 3 hours a week playing action video games during leisure time, made about 37% fewer mistakes in laparoscopic surgey practice tasks and performed them 27% faster than their collegues who did not play video games. Tecnological Skills and Career Interests The enjoyment and skill development in video game playing may stimulate interest in career involving advanced technological work, scinetific research or computer programming. Thinking and Problem Solving Games with puzzles and complex questions may improve players'ability to think logically and tactically. Simulation games may enhance scientific thinking, such as the ability to control for a single variable. Adventure games may increase players'skills in observation, analysis of system and coaching of others. http://www.youtube.com/watch?v=hDwmWLbK sOE Thinking and Problem Solving Self directed Learning: gameschallenge players to pay attention, monitor and evaluate their own actions, use strategies such us grouping and the use of imagery as aids to memory. Components of learning: children who are expert players of interactive gamrs tend to be highly skilled at self-monitoring, pattern recognition, iconic representation, principle-based decision making, qualitative thinking and memory. Transfer of Skills: Arcade style action games increasead players abilities in inductive discovery, and they transferred their newly acquired skills from the game environment to a non game enviroment. Knowledge Interactive games often require players to take in new information, apply it toward solving a problem, receive feedback on their performance, and then apply the information again until they are successful. Knowledge Learning outcames Learning is especially well supported when learners proceed at their own ability level and pace, receive individualized and constructive performance feedback, receive help when needed and review material until they understand it thoroughly. Pedagogical Agents A character in an interactive game can be designed to interact with the player as a pedagogical agent, serving as a role model, tutor, or guide to support learning. Knowledge Situated learning and Mindfulness Situated learning in interactive games can motivate deep cognitive engagement. To succed in the situation, players become especially mindful of the content they need to know in order to win the game and mindful of the skills they must apply, and they use effortful and strategic processes of thinking. Simulations It'a a representation of a physical or social system that lets the user change its parameters and observe its dynamics. Skills and Behaviors Interactive games can challenge players to apply a wide variety of skillst. Direct participation in virtual tasks with interactive media such as games has in some cases developed lerners'skills better than traditional didactic, less participatory, forms of learning. Ex. Health behavior and aggressive behavior Self regulation and therapy Interactive games have been used to teach people how to regulate physiological process such as brain waves and relaxation, cognitive process involved in allocating attention, emotional reactions to events and the enviroment, and phobias. Virtual enviroments have been used very successfully in exposure therapy, for patients who have phobias such as fear of snake, spiders, public speaking, elevators and flying. Self Concepts Games can teach playersabout themselves, especially in the aereas of self-esteem and self-efficacy. Self-Esteem:Players enjoy having control over the actiob in an interactive game. They feel pride because the success was based on their decisions and skills. Self-Efficacy: Players apply specific skills and the game supports them with encouragement, feedback, help and rehearsal. Privacy: computer based media such as interactive games offer users the unique experience of receiving interactive and individualized performance feedback without the presence or surveillance of another person. Social Relationships Interactive game playing is essentially a social activity. Game players are not social isolates; instead they tend to meet friends outside of work or school more often than occasional players or nonplayers do. es. with video gam arcades, are meeting places for adolscents, where they can socialize without parental control and can show off their skills to others. Social Relationships: Game Communities Interactive game is essentially a social activity. Communities develop around games, offline and online, and they often involve extensive social interaction and sharing of knowledge. Some games are designed especially for collaboration and group participation. Playing in a MUD allows players to collaborate in groups to complete quests, solve puzzles, or defeat enemies. http://www.youtube.com/watch?v=raAtkPgok6E Attitudes and Values Games can affect players'attitudes and values related to learning, social roles and behaviors such as violence or nurturing. Ex. playing violent games can desentize players to the horrors of real world violence, increase their hostility and mistrust of others, and they teach them to accept violence as a legitimate way to solve problems. Video Games for Entertainment and Education Reaserch show an impressive body of literature demonstrating mostly negative, but also positive effect of video game playing. The majority of research has focused on the potential negative effects of videogame playing. But, playing video games can facilitate “developmental process” Video Games for Enteratinment and Education The term “developmental proccess” refers to an understanding of media usage and effects in the context of human development. Human development is the result of continuous transactions between a person's biological constitution and his physical, social, and media enviroment over the life span. Media usage reflects the developmental process of a usar who is selecting some media. At the same time, the media usage influences the developmental processes of the user. Video Games for Entertainment and Education Individuals may interpret the same video game play in complitely different way. ex. one persone takes the videogame world as a realistic simulation, whereas another reads it in a metaphoric or even ironic. way. Considering that media effects may vary subsantially in the realm of a person's development, media impact studies should overtake a longitudinal perspective Changes over time are crucial! Vygotsky (1978) introduce the “zone of proximal development” to explain which input characteristics aremost likely to influence human development. Video Games for Entertainment and Education Malone (1981) introduced three facts of intrinsic motivation derived from video play: challenge, fantasy and curiosity. Challenge: occurs in situation of uncertain outcomeenhance motivation to play the game again if the game posed an adeguate challenge. Losing a game can be intrisically motivating as well, if the player receives positive feedback for his effort. Fantasy: state of cognitive and emotional involvement with the video game play faciliting game play skills. Curiosity: divided into sensory and cognitive components, with sensory curiosity being dependent on game surface and cognitive curiosity referring to the narrative of the game play. Characteristics of video game play See Table 1 The interactive nature of a video game results in the incomparability of game play: every game play experience is unique. Characteristics of video game play The term “intelligence of the medium” refers to the fact that the video takes the player's play history into account. One popular understanding of video games is that there will be an increased impact on its users compared to television because of the interactive possibilities. A study by Lee, Jin, Park and Kang (2004) demonstred that that elaboration of a video game narrative led to a greather presence, but reasearch on the specific impact of interactivity is still lacking (methodological constraints). study about epilepsy in children: compared a group of children playing a game with another group of children watching the game. The electroencephalographic recording demonstrating equally hight activation. Learning Every input processed influences the user. The question is what we learn and for how long the effect persists. Enhancement in cognitive and metacognitive skills is the most desired outcome. Cognitive skills include: spatial abilities, linguistic competence, knowledge acquisition, decision making competence, problem solving. Metacognition refers to the fact that humasns are conscious about their thinking: one can select, evaluate and modify strategies for knowledge acquisition, problem solving or other learning process. Reasearch suggests that teaching metacognitive skills results in increased learning. Learning It is assumed that computer game-mediated communication enhances communication skills. But identify formation, autonomy, tolerance for frustration, or coping behaviour ay also improve extensively through video game play. The potential is immense if one considers the global experiences of online gamer communicating with each other. Video games can be specifically tailored to enhance cognitive, metacognitive, socio-emotional or behavioral skills: with the develpoment of more sophisticated intelligent system, the potential for education in formal and informal contexts will rise dramatically. Learning Several studies report that the amount of videogame playing correlates negatively with school performance: children playing violent video games performed more poorly in school than children who rarely used those games. school performance increased in children who frequently played educational games. But parents are somehow negligent in controlling their children's video playing! 43% of adolescents said their parents did not control their video games usage. Enjoyment Enjoyment ist considered the core experience of entertainment, defining the sum of positive reactions toward media experiences being cognitive, affective or conative. Enjoyment in game play may result from: sensory delight; suspense, thrill, and relief; achievement, control and self-efficacy. The concept of enjoyment is closely related, if not identical, to intrinsic motivation, qhich again is crucial for developmental processes. Entertainment Education The distinction between educational and entertainment games is based on the assumption of a single dimension with education and entertainment defining the poles. However, entertainment and education should be conceptualized as two different dimensions. The general idea to utilize enjoyment for learning is not new: mostly applied in the area of health communication, entertainment-education programming in radio and television have recently proven to be effective for knowledge acquisition, attitude, and even behavior change. Paradigm for entertainmenteducation. 1. ENTERTAINMENT + EDUCATION (Motivation Paradigm) An entertainment experiences is used as a motivational facilitator to process educational information. It is implied that content alone would not be a strong enough attractor to ensure processing, and it requires enrichment through entertainment. ex. addition of information to entertainment ccan be found in some video game providing hyperlinks. Paradigm for entertainmenteducation. 2. EDUCATION + ENTERTAINMENT (Reinforcement Paradigm) A reinforcement strategy is applied in most educational games. But reinforcement may result in an unintended and undesired motivational decrease: if individuals are intrinsically motivated, reinforcement may even reduce intrinsic motivation on the long run. ex. addition of scores, virtual money, fun animations, the reward of progress in the video game play. Entertainment-Education Longitudinal data reveal that a combination of intense practice, highly developed interest and instrinsic motivation predicts above average performance. Video game provide a great opportunity to realize the described triad (practice, interest, instrinsic motivation). intrinsic motivation & interest are higher in entertainment video games. Consequently, practice will be lower in educational game Paradigm for entertainment3.EDUCATION <PRESENCE> ENTERTAINMENT education (Blending Paradigm) The information is an essential part of the entertainment experience If player enjoy educational settings and develop interest in instructional learning, the distinction between primarily entertainment and primarily learning activities is unnecessary: humans may enjoy both activities and learn in both settings. Blending an entertaining narrative with educational content became a populare strategy in health-related TV and radio programming. http://www.youtube.com/watch?v=ht8GWOwdc30&feature=relat ed Pedagocical Dramata Similar to educational games, pedagogical dramata pursue an explicit learning goal. In contrast to educational games, they offer simulated situations that otherwise cannot be experience for training purposes. Clarke & Schoech (1994) developed a game for adolescents to learn impulse control. Oakly (1994) pioneered a video game play for at-risk teens displaying consequences of drug abus. Miller and Read developed a technology to teach homosexual men safe-sex negotiations. Evaluation results demonstrate the acceptance of the technology in the target groups. Entertainment-Education See table 2 Children play various games with differential impact on their developmental processes. One predominant game format to resolve developmental tasks is role-play, which simulates real life, engages, fantasies, and involves new formats for communication and exploration of behavior. Discussion... How players and the advent of internet can re-invented a video-game... http://www.youtube.com/watch?v=0VC34LKQwn8 &feature=related