Phase 1Amanda Sandy and Daniel Gonzalez
Phase 1
Topic: Commercial video games and academic achievement
Hypothesis: Video games do provide a benefit to academic achievement
After reviewing the research, testing the academic effects of commercial video games is
rather important. The research shows that the effects of commercial video games vary
between negative and positive with varying intensity of effects in each regard. As a result, it
is important to add to this body of research as the prevalence of commercial video games is
growing and the technology, if possible, should be used to promote effective academic
environments.
Understanding the effects of commercial video games on academic achievement is a
relatively unexplored topic. As a result, the research can be utilized to grow our
understanding of how commercial video games affect an individual’s academic achievement.
Therefore, the knowledge provided by the experiment can be utilized to either incorporate
commercial video games as supplementary material should the effects be positive or provide
educators with the foresight in which ways commercial video games can disrupt academic
achievement.
Overall, it is important to research the area of commercial video games and academic
achievement as the prevalence of commercial video games and the technology behind these
leisurely activities are increasing. As such, the hypothesis formed from the research is that
commercial video games of varying genres benefit academic achievement. As such, to test
the hypothesis, the method that shall be utilized is a survey that aims to determine the types
of commercial video games participants engage with. Furthermore, the survey will aim to
assess game genre, the longevity of engagement (shall be referred to as playtime from this
point onward), and their current academic standing. The purpose of assessing game genre is
to determine the effects of varying genres to minimize variability (i.e., a strategy game may
be providing a significant benefit over a first-person shooter game). The purpose of playtime
is to assess at which point commercial video games provide an effect on academic
achievement. The purpose of viewing academic standing is to make connections between
game genre and playtime and to attempt to determine if the commercial video game genre
and playtime amount affected academic achievement.
The implication of this hypothesis is that, if correct within the sample, shows that there are
fundamental skills and effects taught by video games to help with academic growth.
However, should the hypothesis be proven false by the sample, video games provide a
negative factor for academic growth which should be further studied to minimize the effects.
3. Writes a short summary of the article’s rationale, research questions, hypotheses, results of
hypothesis testing, and conclusions leading to new research.
Articles:
1. The article discusses utilizing video games to increase academic
achievement. The hypothesis is that video games are not needed to increase
academic interest. In the research, they found this to be the case. (Youth and
video games: Exploring effects on learning and engagement)
2. The article discusses how utilizing video games affects academic
achievement. The hypothesis is that there was an effect and after testing it was
found there was an effect albeit small. (Do computer games jeopardize
educational outcomes? A prospective study on gaming times and
academic achievement)
3. The article aims to see what effects video game use has on attention and
executive function. The hypothesis was that video game use leads to lower
metacognitive knowledge. Through testing, video game use was found to have
little effect on attention and executive function. (Daily videogame use and
metacognitive knowledge of effective learning strategies)
4. The article wishes to see if there is a connection between video games and
academic achievement. To assess this a questionnaire was provided and the
time spent with then was compared to the participant’s testing scores. The
results were that there is a connection wherein those that engage in video
games, on average, perform worse than those that do not engage in video
games. (Gaming frequency and academic performance)
5. The rationale of the article is that commercial video games can be utilized
to provide a benefit to a student’s academic capabilities. The hypothesis is that
converting the classroom into a game-based learning environment will
increase the aid of commercial video games. (Integrating commercial offthe-shelf video games into school curriculums)
6. The rationale of the article is that it is possible to maintain classroom
motivation through the utilization of commercial video games to aid in
motivation and engagement. The hypothesis is that commercial video games
can maintain motivation and engagement at higher levels than traditional
teaching methods. (Video games and higher education: what can “Call of
Duty” teach our students?)
7. The article discusses the relationship between video games and their
effects on the academic progress of students with special needs. The
hypothesis is that video games can be used to provide children with special
educational needs with various benefits including the academic benefits of
video game play. (Video games for children and adolescents with special
educational needs)
8. The article discusses the relationship between video games and different
cognitive domains. The hypothesis is that video games can have a lifetime
effect on certain cognitive domains depending on age and game genre. The
study found a small to medium size effect on various domains but through the
action game genre. (Meta-Analysis of Action Video Game Impact on
Perceptual, Attentional, and Cognitive Skills)
9. The article discusses the relationship between playing video games and
cheating. The hypothesis is the longer an individual plays video games the
more likely they are to engage in cheating behavior. This hypothesis, from the
study, proved to be false as those who played video games longer were less
likely to engage in cheating behavior. (Understanding Children’s Choices
and Cognition in Video Game Play)
10. The article aims to assess the ability of video games on cognitive
principles to benefit skill learning. As such, the hypothesis of the research is
that video games can be used to aid in the process of skill-building. Through
hypothesis testing, it is found that video games, per the sample, can be used to
help skill-building. (Replicated evidence towards a cognitive theory of
game-based training)
Youth and Video Games: Exploring Effects on Learning and Engagement
1. Annetta, L. A., Minogue, J., Holmes, S. Y., & Cheng, M. T. (2009). Investigating the
impact of video games on high school students’ engagement and learning about
genetics. Computers & Education, 53(1), 74-85.
This article investigates the impact of video games on high school students’ engagement
and learning about genetics. The quasi-experimental study examined the affective and cognitive
impact of a teacher-created video game related to genetics on student users. The results indicated
that while there were significant differences in the participant’s level of engagement while
playing
the game, there was no difference in student learning as measured by an instrument used in the
study. The implications of this research on educational gaming are discussed.
Research Questions:
1. How do video games affect high school student engagement and learning in genetics?
2. Does playing video games related to genetics improve student learning?
3. How do students perceive the use of video games in a genetics-related classroom?
Hypothesis:
1. Playing video games related to genetics will lead to increased student engagement in the
classroom.
2. Playing video games related to genetics will lead to increased student learning in the
classroom.
Conclusion:
The research conducted in this study indicates that while video games can increase student
engagement in genetics-related classroom activities, it does not necessarily lead to increased
student learning. Further research is needed to identify and understand the affective and
cognitive
2
effects of educational video games on student learning. In particular, future studies should
examine
how video games can be effectively incorporated into classroom activities to improve student
learning.
2. Barreto, D., Vasconcelos, L., & Orey, M. (2017). Motivation and learning
engagement through playing math video games. Malaysian Journal of Learning and
Instruction, 14(2), 1-21.
This article provides a qualitative case study of two students, ages eight and nine, playing
math video games. It investigates their motivation levels and engagement levels in playing
games. The data sources used in the study include interviews, observations, and video recordings
of game playing. The findings suggest that participants are not always motivated to play math
video games and can sustain engagement in game playing for seven to twelve minutes. The study
provides insight into what impacts children’s motivation and engagement levels while playing
math video games. This can be useful for teachers, parents, and instructional designers.
Research Questions:
1. What factors influence children’s motivation and engagement levels when playing math video
games?
2. How does the duration of math video game playing affect motivation and engagement levels?
3. How do age and gender affect motivation and engagement in math video game playing?
Hypothesis:
1. Children’s motivation and engagement levels while playing math video games will be higher
when they are provided with incentives and rewards.
2. As the duration of math video game playing increases, motivation and engagement levels will
decrease.
3
3. Older children will be more likely to have higher levels of motivation and engagement in math
video game playing compared to younger children.
Conclusion:
This study provides insight into what impacts children’s motivation and engagement levels while
playing math video games. These findings suggest that incentives and rewards can increase
motivation and engagement, and that the duration of math video game playing is also a factor in
motivation and engagement levels. Further research is needed to better understand the effects of
age and gender on motivation and engagement levels while playing math video games.
3. Bayeck, R. Y. (2020). Exploring video games and learning in South Africa: An
integrative review. Educational Technology Research and Development, 68, 27752795.
This article provides an integrative review of video games studies in South Africa. It looks
at the research approaches, learning outcomes, and the potential for video games to be used to
support learning, problem-solving, and literacy in South Africa. The article also reveals
similarities
between findings in the western world and South Africa, as well as the context-specific content
of
the games designed for South African populations. This research provides valuable insight into
the
use of video games as educational tools in South Africa.
Research Questions:
1. How can video games be used to support learning, problem-solving, and literacy in South
African populations?
2. What are the differences and similarities between the use of video games in the western world
and South Africa?
3. What contextual factors can be used to design games specifically for South African
populations?
4
Hypothesis:
1. Video games can be used to effectively support learning, problem-solving, and literacy in
South
African populations.
2. There are both differences and similarities in the use of video games in the western world and
South Africa.
3. Context-specific content can be used to design games specifically for South African
populations.
Conclusion:
The research provided in this article reveals that video games can be used to support learning,
problem-solving, and literacy in South African populations. Additionally, there are both
similarities and differences in the use of video games in the western world and South Africa.
Context-specific content can be used to design games specifically for South African populations.
This research provides the groundwork for future research into the use of video games in South
Africa and the potential they have to support learning.
4. Chang, M., Evans, M. A., Kim, S., Norton, A., Deater-Deckard, K., & Samur, Y.
(2016). The effects of an educational video game on mathematical
engagement. Education and Information Technologies, 21, 1283-1297.
This article is about the effects of an educational video game on mathematical engagement
in fifth-grade students. The authors conducted a study in five schools on the United States’ East
Coast. They developed an educational video game to use in the classrooms and then studied the
engagement levels of students in both the video game and paper-and-pencil drill groups. The
results showed slight increases in engagement levels for male and female students in the video
game group. In contrast, the paper-and-pencil drill group showed large decreases in engagement
5
levels. The article discusses the implications for gender differences in engagement levels in
mathematics and the adoption of video games.
Research Question: Does an educational video game have a positive impact on students’
mathematical engagement compared to paper-and-pencil drill activities?
Hypothesis: Students who participate in an educational video game will experience higher levels
of mathematical engagement than students in the paper-and-pencil drill group.
Conclusion: The results of this study suggest that an educational video game can have a positive
impact on students’ mathematical engagement. However, further research is needed to determine
the long-term effects of such video games on students’ mathematical engagement.
5. Davis, K., Sridharan, H., Koepke, L., Singh, S., & Boiko, R. (2018). Learning and
engagement in a gamified course: I nvestigating the effects of student
characteristics. Journal of Computer Assisted Learning, 34(5), 492-503.
This article examines the effects of student characteristics on learning and engagement in
a gamified course. The authors surveyed 139 students aged 18-31 years enrolled in an
undergraduate informatics course and conducted surveys at three different points during the
course. The results showed positive trends with respect to students’ perceptions of gamification’s
impact on learning, achievement, and engagement. A significant difference was found between
non-gamers and frequent gamers in terms of motivation to do well in the course. In addition, no
differences were found between male and female students’ perceptions of gamification. This
research provides valuable insight into the conditions in which gamification is successful or
unsuccessful in educational settings.
Research Questions:
1. What are the effects of student characteristics on engagement in a gamified course?
6
2. How does gamification affect students’ perceptions of learning, achievement, and
engagement?
3. Is there a significant difference in the level of motivation between non-gamers and frequent
gamers in the course?
4. Are there any differences between male and female students’ perceptions of gamification?
Hypothesis:
1. Student characteristics will have a significant impact on engagement in a gamified course.
2. Gamification will have a positive effect on students’ perceptions of learning, achievement, and
engagement.
3. There will be a significant difference in the level of motivation between non-gamers and
frequent gamers in the course.
4. There will be no differences between male and female students’ perceptions of gamification.
Conclusion:
The results of this study suggest that student characteristics can have a significant impact on
engagement in a gamified course and that gamification can have a positive effect on students’
perceptions of learning, achievement, and engagement. Furthermore, a significant difference was
found between non-gamers and frequent gamers in terms of motivation to do well in the course.
Finally, there were no differences between male and female students’ perceptions of
gamification.
This research provides valuable insight into the conditions in which gamification is successful or
unsuccessful in educational settings and can be used to inform future research on the topic.
7
6. Evans, M. A., Norton, A., Chang, M., Deater-Deckard, K., & Balci, O. (2013). Youth
and video games: Exploring effects on learning and engagement. Zeitschrift Für
Psychologie, 221(2), 98–106. https://doi-org.ezproxy.montclair.edu/10.1027/21512604/a000135
This article examines the effects of video game play on youth learning and engagement. It
provides an overview of the existing research on the impact of video games on youth, including
the features, attributes, and mechanisms that are most important for learning and engagement.
Additionally, the authors present their work on the development of educational games for middle
school students who are struggling to become algebra-ready. This article is a valuable resource
for
researchers and educators who are interested in learning more about the effects of video game
play
on youth learning and engagement.
Research Questions:
1. What are the effects of video game play on youth learning and engagement?
2. What are the most important features, attributes, and mechanisms that contribute to youth
learning and engagement?
3. How can educational games be used to help middle school students become algebra-ready?
Hypothesis:
1. Video game play has a positive effect on youth learning and engagement.
2. Features, attributes, and mechanisms that are related to visual and audio cues are the most
important for learning and engagement.
3. Educational games can be used to help middle school students become algebra-ready.
8
Conclusion:
The authors conclude that video game play can have a positive effect on youth learning and
engagement, and that features, attributes, and mechanisms related to visual and audio cues are
the
most important for learning and engagement. Additionally, the authors suggest that educational
games can be used to help middle school students become algebra-ready. This article is a
valuable
resource for researchers and educators who are interested in learning more about the effects of
video game play on youth learning and engagement.
7. Novak, Elena, et al. “Effects of an instructional gaming characteristic on learning
effectiveness, efficiency, and engagement: using a storyline for teaching basic
statistical skills.” Interactive Learning Environments 24.3 (2016): 523-538.
This article examines the effects of a storyline gaming characteristic on learning effectiveness,
efficiency, and engagement when used in an online instructional simulation. The study was
conducted with graduate students in an introductory statistics course, and two different versions
of
the simulation were developed: one with a storyline gaming characteristic and one without. The
study’s results showed that the inclusion of the storyline gaming characteristic did not
significantly
improve learning effectiveness, efficiency, or engagement. Still, both instructional methods
(simulation and simulation with a storyline) showed significant learning gains from pre- to posttest. The findings of this study offer future directions for embedding a storyline gaming
characteristic into learning content.
Research Questions:
1. Does the inclusion of a storyline gaming characteristic in an online instructional simulation
improve learning effectiveness, efficiency, and engagement?
9
2. Do students show significant learning gains when using an online instructional simulation with
a storyline gaming characteristic?
3. How effective is a storyline gaming characteristic in an online instructional simulation
teaching
basic statistics?
Hypothesis:
1. The inclusion of a storyline gaming characteristic in an online instructional simulation will
improve learning effectiveness, efficiency, and engagement.
2. Students will show significant learning gains when using an online instructional simulation
with
a storyline gaming characteristic.
Conclusion:
The study’s results showed that the inclusion of the storyline gaming characteristic did not
significantly improve learning effectiveness, efficiency, or engagement. Still, both instructional
methods (simulation and simulation with a storyline) showed significant learning gains from preto post-test. This suggests that the inclusion of a storyline gaming characteristic can be effective
when used in an online instructional simulation for teaching basic statistics, but further research
is
needed to understand its effectiveness fully.
8. Sanford, K., Hopper, T. F., & Burren, J. (2016). Exploring Complex Intertextual
Interactions in Video Games: Connecting Informal and Formal Education for
Youth. In Contemporary Research on Intertextuality in Video Games (pp. 108-128).
IGI Global.
This article examines the intertextual nature of video games and how it can be used to
engage youth in meaningful learning and civic engagement. Drawing from bi-monthly meetings
with a group of youth gamers, the article reports on five themes that emerged from the data and
10
suggests ways to use video games as a teaching tool in formal education settings. The authors
highlight the importance of recognizing the complex intertextual literacy skills of youth gamers
and how these skills can be employed in the classroom.
Research Questions:
1. What intertextual elements do youth gamers engage with while playing video games?
2. How can video games be used to foster meaningful learning and civic engagement for youth?
3. What impact does the use of video games in formal education have on the literacy skills of
youth?
Hypothesis:
1. Engaging with intertextual elements in video games will enable youth to develop their literacy
skills.
2. Utilizing video games as a teaching tool in formal education will lead to increased civic
engagement among youth.
Conclusion:
The study of intertextual interactions in video games can be used to connect formal and informal
education for youth, fostering meaningful learning and civic engagement. Further research is
needed to explore the potential of video games to bridge the gap between these two forms of
education and to investigate the impact of video games on the literacy skills of youth.
11
9. Shoshani, A., Braverman, S., & Meirow, G. (2021). Video games and close relations:
Attachment and empathy as predictors of children’s and adolescents’ video game
social play and socio-emotional functioning. Computers in Human behavior, 114,
106578.
This paper explores the relationship between attachment patterns and empathy, children
and adolescents’ aggressive, prosocial, and interpersonal video game play, as well as their peer
relations and well-being. The authors present the results of a study involving 1391 Israeli
children
and adolescents aged 9-15 who rated their recent video-game involvement in terms of violent,
prosocial, and interpersonal interactions. Secure attachment was related to increased empathic
concerns, higher levels of prosocial and interpersonal interactions in video game use, and greater
social satisfaction, peer support, and prosocial behavior. The implications of video games’
potential to serve basic attachment and prosocial needs that can promote close relations are
discussed.
Research Question:
1. What are the effects of children’s and adolescents’ video game social play on their attachment
patterns and empathy?
2. What role does secure attachment and empathy play in predicting children’s and adolescents’
aggressive, prosocial, and interpersonal video game play?
3. How do attachment patterns and empathy affect children’s and adolescents’ socio-emotional
functioning, peer relationships, and well-being?
Hypothesis:
1. Secure attachment is positively correlated with higher levels of empathic concerns and
prosocial
and interpersonal interactions in video game use.
12
2. Secure attachment is associated with greater social satisfaction, peer support, and prosocial
behavior.
Conclusion:
The findings of this study suggest that video games can serve basic attachment and prosocial
needs
that can promote close relations and improved socio-emotional functioning in children and
adolescents. Future research should explore the impacts of video game use on attachment and
empathy more in-depth, particularly in terms of different types of video games and different
gaming contexts. Additionally, further research is needed on how video games can be leveraged
to promote better attachment and prosocial behavior in young people.
Annotated Bibliography
Youth and Video Games: Exploring Effects on Learning and Engagement
1. Annetta, L. A., Minogue, J., Holmes, S. Y., & Cheng, M. T. (2009). Investigating the
impact of video games on high school students’ engagement and learning about
genetics. Computers & Education, 53(1), 74-85.
This article investigates the impact of video games on high school students’ engagement and
learning about genetics. The quasi-experimental study examined the affective and cognitive impact
of a teacher-created video game related to genetics on student users. The results indicated that
while there were significant differences in the participant’s level of engagement while playing the
game, there was no difference in student learning as measured by an instrument used in the study.
The implications of this research on educational gaming are discussed.
Research Questions:
1. How do video games affect high school student engagement and learning in genetics?
2. Does playing video games related to genetics improve student learning?
3. How do students perceive the use of video games in a genetics-related classroom?
Hypothesis:
1. Playing video games related to genetics will lead to increased student engagement in the
classroom.
2. Playing video games related to genetics will lead to increased student learning in the classroom.
Conclusion:
The research conducted in this study indicates that while video games can increase student
engagement in genetics-related classroom activities, it does not necessarily lead to increased
student learning. Further research is needed to identify and understand the affective and cognitive
effects of educational video games on student learning. In particular, future studies should examine
how video games can be effectively incorporated into classroom activities to improve student
learning.
2. Barreto, D., Vasconcelos, L., & Orey, M. (2017). Motivation and learning
engagement through playing math video games. Malaysian Journal of Learning and
Instruction, 14(2), 1-21.
This article provides a qualitative case study of two students, ages eight and nine, playing math
video games. It investigates their motivation levels and engagement levels in playing games. The
data sources used in the study include interviews, observations, and video recordings of game
playing. The findings suggest that participants are not always motivated to play math video
games and can sustain engagement in game playing for seven to twelve minutes. The study
provides insight into what impacts children’s motivation and engagement levels while playing
math video games. This can be useful for teachers, parents, and instructional designers.
Research Questions:
1. What factors influence children’s motivation and engagement levels when playing math video
games?
2. How does the duration of math video game playing affect motivation and engagement levels?
3. How do age and gender affect motivation and engagement in math video game playing?
Hypothesis:
1. Children’s motivation and engagement levels while playing math video games will be higher
when they are provided with incentives and rewards.
2. As the duration of math video game playing increases, motivation and engagement levels will
decrease.
3. Older children will be more likely to have higher levels of motivation and engagement in math
video game playing compared to younger children.
Conclusion:
This study provides insight into what impacts children’s motivation and engagement levels while
playing math video games. These findings suggest that incentives and rewards can increase
motivation and engagement, and that the duration of math video game playing is also a factor in
motivation and engagement levels. Further research is needed to better understand the effects of
age and gender on motivation and engagement levels while playing math video games.
3. Bayeck, R. Y. (2020). Exploring video games and learning in South Africa: An
integrative review. Educational Technology Research and Development, 68, 27752795.
This article provides an integrative review of video games studies in South Africa. It looks at the
research approaches, learning outcomes, and the potential for video games to be used to support
learning, problem-solving, and literacy in South Africa. The article also reveals similarities
between findings in the western world and South Africa, as well as the context-specific content of
the games designed for South African populations. This research provides valuable insight into the
use of video games as educational tools in South Africa.
Research Questions:
1. How can video games be used to support learning, problem-solving, and literacy in South
African populations?
2. What are the differences and similarities between the use of video games in the western world
and South Africa?
3. What contextual factors can be used to design games specifically for South African populations?
Hypothesis:
1. Video games can be used to effectively support learning, problem-solving, and literacy in South
African populations.
2. There are both differences and similarities in the use of video games in the western world and
South Africa.
3. Context-specific content can be used to design games specifically for South African populations.
Conclusion:
The research provided in this article reveals that video games can be used to support learning,
problem-solving, and literacy in South African populations. Additionally, there are both
similarities and differences in the use of video games in the western world and South Africa.
Context-specific content can be used to design games specifically for South African populations.
This research provides the groundwork for future research into the use of video games in South
Africa and the potential they have to support learning.
4. Chang, M., Evans, M. A., Kim, S., Norton, A., Deater-Deckard, K., & Samur, Y.
(2016). The effects of an educational video game on mathematical engagement.
Education and Information Technologies, 21, 1283-1297.
This article is about the effects of an educational video game on mathematical engagement in fifthgrade students. The authors conducted a study in five schools on the United States’ East Coast.
They developed an educational video game to use in the classrooms and then studied the
engagement levels of students in both the video game and paper-and-pencil drill groups. The
results showed slight increases in engagement levels for male and female students in the video
game group. In contrast, the paper-and-pencil drill group showed large decreases in engagement
levels. The article discusses the implications for gender differences in engagement levels in
mathematics and the adoption of video games.
Research Question: Does an educational video game have a positive impact on students’
mathematical engagement compared to paper-and-pencil drill activities?
Hypothesis: Students who participate in an educational video game will experience higher levels
of mathematical engagement than students in the paper-and-pencil drill group.
Conclusion: The results of this study suggest that an educational video game can have a positive
impact on students’ mathematical engagement. However, further research is needed to determine
the long-term effects of such video games on students’ mathematical engagement.
5. Davis, K., Sridharan, H., Koepke, L., Singh, S., & Boiko, R. (2018). Learning and
engagement in a gamified course: Investigating the effects of student characteristics.
Journal of Computer Assisted Learning, 34(5), 492-503.
This article examines the effects of student characteristics on learning and engagement in a
gamified course. The authors surveyed 139 students aged 18-31 years enrolled in an undergraduate
informatics course and conducted surveys at three different points during the course. The results
showed positive trends with respect to students’ perceptions of gamification’s impact on learning,
achievement, and engagement. A significant difference was found between non-gamers and
frequent gamers in terms of motivation to do well in the course. In addition, no differences were
found between male and female students’ perceptions of gamification. This research provides
valuable insight into the conditions in which gamification is successful or unsuccessful in
educational settings.
Research Questions:
1. What are the effects of student characteristics on engagement in a gamified course?
2. How does gamification affect students’ perceptions of learning, achievement, and engagement?
3. Is there a significant difference in the level of motivation between non-gamers and frequent
gamers in the course?
4. Are there any differences between male and female students’ perceptions of gamification?
Hypothesis:
1. Student characteristics will have a significant impact on engagement in a gamified course.
2. Gamification will have a positive effect on students’ perceptions of learning, achievement, and
engagement.
3. There will be a significant difference in the level of motivation between non-gamers and
frequent gamers in the course.
4. There will be no differences between male and female students’ perceptions of gamification.
Conclusion:
The results of this study suggest that student characteristics can have a significant impact on
engagement in a gamified course and that gamification can have a positive effect on students’
perceptions of learning, achievement, and engagement. Furthermore, a significant difference was
found between non-gamers and frequent gamers in terms of motivation to do well in the course.
Finally, there were no differences between male and female students’ perceptions of gamification.
This research provides valuable insight into the conditions in which gamification is successful or
unsuccessful in educational settings and can be used to inform future research on the topic.
6. Evans, M. A., Norton, A., Chang, M., Deater-Deckard, K., & Balci, O. (2013). Youth
and video games: Exploring effects on learning and engagement. Zeitschrift Für
Psychologie, 221(2), 98–106. https://doi-org.ezproxy.montclair.edu/10.1027/21512604/a000135
This article examines the effects of video game play on youth learning and engagement. It provides
an overview of the existing research on the impact of video games on youth, including the features,
attributes, and mechanisms that are most important for learning and engagement. Additionally, the
authors present their work on the development of educational games for middle school students
who are struggling to become algebra-ready. This article is a valuable resource for researchers and
educators who are interested in learning more about the effects of video game play on youth
learning and engagement.
Research Questions:
1. What are the effects of video game play on youth learning and engagement?
2. What are the most important features, attributes, and mechanisms that contribute to youth
learning and engagement?
3. How can educational games be used to help middle school students become algebra-ready?
Hypothesis:
1. Video game play has a positive effect on youth learning and engagement.
2. Features, attributes, and mechanisms that are related to visual and audio cues are the most
important for learning and engagement.
3. Educational games can be used to help middle school students become algebra-ready.
Conclusion:
The authors conclude that video game play can have a positive effect on youth learning and
engagement, and that features, attributes, and mechanisms related to visual and audio cues are the
most important for learning and engagement. Additionally, the authors suggest that educational
games can be used to help middle school students become algebra-ready. This article is a valuable
resource for researchers and educators who are interested in learning more about the effects of
video game play on youth learning and engagement.
7. Novak, Elena, et al. “Effects of an instructional gaming characteristic on learning
effectiveness, efficiency, and engagement: using a storyline for teaching basic
statistical skills.” Interactive Learning Environments 24.3 (2016): 523-538.
This article examines the effects of a storyline gaming characteristic on learning effectiveness,
efficiency, and engagement when used in an online instructional simulation. The study was
conducted with graduate students in an introductory statistics course, and two different versions of
the simulation were developed: one with a storyline gaming characteristic and one without. The
study’s results showed that the inclusion of the storyline gaming characteristic did not significantly
improve learning effectiveness, efficiency, or engagement. Still, both instructional methods
(simulation and simulation with a storyline) showed significant learning gains from pre- to posttest. The findings of this study offer future directions for embedding a storyline gaming
characteristic into learning content.
Research Questions:
1. Does the inclusion of a storyline gaming characteristic in an online instructional simulation
improve learning effectiveness, efficiency, and engagement?
2. Do students show significant learning gains when using an online instructional simulation with
a storyline gaming characteristic?
3. How effective is a storyline gaming characteristic in an online instructional simulation teaching
basic statistics?
Hypothesis:
1. The inclusion of a storyline gaming characteristic in an online instructional simulation will
improve learning effectiveness, efficiency, and engagement.
2. Students will show significant learning gains when using an online instructional simulation with
a storyline gaming characteristic.
Conclusion:
The study’s results showed that the inclusion of the storyline gaming characteristic did not
significantly improve learning effectiveness, efficiency, or engagement. Still, both instructional
methods (simulation and simulation with a storyline) showed significant learning gains from preto post-test. This suggests that the inclusion of a storyline gaming characteristic can be effective
when used in an online instructional simulation for teaching basic statistics, but further research is
needed to understand its effectiveness fully.
8. Sanford, K., Hopper, T. F., & Burren, J. (2016). Exploring Complex Intertextual
Interactions in Video Games: Connecting Informal and Formal Education for
Youth. In Contemporary Research on Intertextuality in Video Games (pp. 108-128).
IGI Global.
This article examines the intertextual nature of video games and how it can be used to engage
youth in meaningful learning and civic engagement. Drawing from bi-monthly meetings with a
group of youth gamers, the article reports on five themes that emerged from the data and suggests
ways to use video games as a teaching tool in formal education settings. The authors highlight the
importance of recognizing the complex intertextual literacy skills of youth gamers and how these
skills can be employed in the classroom.
Research Questions:
1. What intertextual elements do youth gamers engage with while playing video games?
2. How can video games be used to foster meaningful learning and civic engagement for youth?
3. What impact does the use of video games in formal education have on the literacy skills of
youth?
Hypothesis:
1. Engaging with intertextual elements in video games will enable youth to develop their literacy
skills.
2. Utilizing video games as a teaching tool in formal education will lead to increased civic
engagement among youth.
Conclusion:
The study of intertextual interactions in video games can be used to connect formal and informal
education for youth, fostering meaningful learning and civic engagement. Further research is
needed to explore the potential of video games to bridge the gap between these two forms of
education and to investigate the impact of video games on the literacy skills of youth.
9. Shoshani, A., Braverman, S., & Meirow, G. (2021). Video games and close relations:
Attachment and empathy as predictors of children’s and adolescents’ video game
social play and socio-emotional functioning. Computers in Human behavior, 114,
106578.
This paper explores the relationship between attachment patterns and empathy, children and
adolescents’ aggressive, prosocial, and interpersonal video game play, as well as their peer
relations and well-being. The authors present the results of a study involving 1391 Israeli children
and adolescents aged 9-15 who rated their recent video-game involvement in terms of violent,
prosocial, and interpersonal interactions. Secure attachment was related to increased empathic
concerns, higher levels of prosocial and interpersonal interactions in video game use, and greater
social satisfaction, peer support, and prosocial behavior. The implications of video games’
potential to serve basic attachment and prosocial needs that can promote close relations are
discussed.
Research Question:
1. What are the effects of children’s and adolescents’ video game social play on their attachment
patterns and empathy?
2. What role does secure attachment and empathy play in predicting children’s and adolescents’
aggressive, prosocial, and interpersonal video game play?
3. How do attachment patterns and empathy affect children’s and adolescents’ socio-emotional
functioning, peer relationships, and well-being?
Hypothesis:
1. Secure attachment is positively correlated with higher levels of empathic concerns and prosocial
and interpersonal interactions in video game use.
2. Secure attachment is associated with greater social satisfaction, peer support, and prosocial
behavior.
Conclusion:
The findings of this study suggest that video games can serve basic attachment and prosocial needs
that can promote close relations and improved socio-emotional functioning in children and
adolescents. Future research should explore the impacts of video game use on attachment and
empathy more in-depth, particularly in terms of different types of video games and different
gaming contexts. Additionally, further research is needed on how video games can be leveraged
to promote better attachment and prosocial behavior in young people.
10. Eli Tucker-Raymond, Gillian Puttick, Michael Cassidy, Casper Harteveld, &
Giovanni M. Troiano. (2019). “I Broke Your Game!”: critique among middle
schoolers designing computer games about climate change. International Journal of
STEM Education, 6(1), 1–16. https://doi.org/10.1186/s40594-019-0194-z
This article explores the role of critique in two 8th grade science classrooms in which
students engaged in creating computer games on the topic of climate systems and climate
change. It examines how practices of critique can result from curricular decisions both to
scaffold intentional critique sessions for student game designers and to allow for
spontaneous feedback as students interact with each other and their games during the
process of game creation. The article draws on theories of participatory pedagogy, game
design, and critique to understand and explain the findings. Results indicate that students
focused much more on the game play dimension of the design than the science in both
teacher-initiated and student-initiated critiques. Despite the de-emphasis on science,
students still focused on several dimensions of computational thinking, considering user
experience, troubleshooting, modeling, and elegance of solutions. The article concludes by
presenting implications and recommendations for integrating critique into design-based
STEM learning.
Research Question:
1. To what extent, and in what ways, do teachers and students take up and enact critique?
2. What kinds of physical artifacts, task structures, participant structures, and discourse
practices emerge in different moments of critique?
3. What consequences do the critiques have for student game creation?
Hypothesis:
Critique among middle schoolers designing computer games about climate change will result in
improved computational thinking skills.
Conclusion:
The results of this study suggest that allowing students to engage in critique while designing
computer games about climate change can lead to improved computational thinking skills.
Through the teacher-initiated and student-initiated critiques, students were able to focus on the
game play dimension of the design and also consider user experience, troubleshooting, modeling,
and elegance of solutions. These findings have implications for the use of critique in design-based
STEM learning and suggest that giving students the opportunity to engage in critique can lead to
improved computational thinking skills.
Phase 2
1. Based on feedback received, revise your research question/hypothesis.
As such, the hypothesis formed from the research is that commercial video games
of varying genres benefit academic achievement. As such, to test the hypothesis,
the method that shall be utilized is a survey that aims to determine the types of
commercial video games participants engage with. Furthermore, the survey will
aim to assess game genre, the longevity of engagement (shall be referred to as
playtime from this point onward), and their current academic standing. The
purpose of assessing game genre is to determine the effects of varying genres to
minimize variability (i.e., a strategy game may be providing a significant benefit
over a first-person shooter game). The purpose of playtime is to assess at which
point commercial video games provide an effect on academic achievement. The
purpose of viewing academic standing is to make connections between game
genre and playtime and to attempt to determine if the commercial video game
genre and playtime amount affected academic achievement.
(NOTE: I was able to download the Phase 1 assignment that the
professor commented on. I edited it with the comments. I will paste
it in Phase 1 of this doc. But this is just a highlighted portion of the
doc as this partains to Phase 2.)
2. Determine the design, sampling plan, methodology and analytic strategy for
the research study.
Design: The study shall be a survey sent out to individuals. The survey
questions will be designed to determine playtime, commercial video game genres
participants interact with, and academic standing. The purpose of this is to determine
when the effects of playtime occurs, reduce variability between genres, and to
understand where the participant stands academically. Surveys shall be electronically
sent out.
Sampling Plan: Sampling shall be conducted randomly with the hope to
gather individuals that play a large variety of commercial video games of different
genres.
Methodology: The survey shall consist of a Likert scale system that will
then be utilized to score individuals on playtime and engagement with commercial video
game generes.
Analytic Strategy: The analytics of the experiment will be separating
commercial video game genres with their effects on an individual’s academic
achievement. This will allow for the determination of if commercial video games provide
a positive or negative effect on academic achievement and to what extent.
NOTE: This is just what I can come up with as of today (4/2/2023) I
will refer back to this section tomorrow but if you want to give it a
quick read and give me feedback then please feel free to do so.
3. Establish the appropriate sample sizes necessary to conduct your study.
There are a number of potential justifications for sample size, depending on
the researcher’s inferential goals. Lakens (2020) is a good resource for
thinking about sample size.
4. Prepare a draft of your Method section. Be sure to define your variables &
provide a justification for measures used.
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