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Showing 31 to 45 of 213 results Save | Export
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Zhao, Zhuxuan; Linaza-Iglesias, José L. – Electronic Journal of Research in Educational Psychology, 2015
Introduction: The study was carried out with children of 2nd, 4th and 6th grades of elementary school in order to explore what and how will children learn from a completely new videogame. Method: We organized children from 2nd, 4th and 6th grades of elemental school, giving them chance to play a freshly released videogame by that time. We formed…
Descriptors: Video Games, Educational Technology, Grade 2, Grade 4
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Cejudo, Javier; Latorre, Sebastián – Electronic Journal of Research in Educational Psychology, 2015
Introduction: The aim of the present research is to experimentally assess the effects of a videogame program ("Spock") for improving emotional intelligence (EI) as an ability among a sample of adolescents. Method: The sample was made up of 92 adolescents, aged 17 to 19, who were currently studying the second year of…
Descriptors: Video Games, Educational Technology, Emotional Intelligence, Adolescents
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Corbett, Blythe A.; Blain, Scott D.; Edmiston, E. Kale – Journal of Intellectual & Developmental Disability, 2018
Background: Autism Spectrum Disorder (ASD) is characterised by altered social patterns, often associated with increased stress. While puberty is associated with increased stress, there is limited research on stress response to social interaction in adolescents with ASD. The study investigated stress response to semi-structured, videogame-based…
Descriptors: Autism, Pervasive Developmental Disorders, Video Games, Adolescents
Rivera, Iris Daliz – ProQuest LLC, 2010
The field of training has been changing rapidly due to advances in technology such as videogame-based adaptive training. Videogame-based adaptive training has provided flexibility and adaptability for training in cost-effective ways. Although this method of training may have many benefits for the trainee, current research has not kept up to pace…
Descriptors: Feedback (Response), Self Efficacy, Program Effectiveness, Trainees
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Marín Díaz, Verónica; Martín-Párraga, Javier – Journal of New Approaches in Educational Research, 2014
The utilization of videogames is not too common due to their consideration as an element that interferes with the educational and learning process. Thus, few teachers are ready to include videogames as didactic tools. Nevertheless, some educators who consider that they have a potential to become didactic tools are progressively adopting videogames…
Descriptors: Teaching Methods, Video Games, Technology Uses in Education, Educational Technology
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Arena, Dylan A.; Schwartz, Daniel L. – Journal of Science Education and Technology, 2014
Well-designed digital games can deliver powerful experiences that are difficult to provide through traditional instruction, while traditional instruction can deliver formal explanations that are not a natural fit for gameplay. Combined, they can accomplish more than either can alone. An experiment tested this claim using the topic of statistics,…
Descriptors: Statistics, Video Games, Technology Uses in Education, Teaching Methods
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McBride, Holly – Social Studies, 2014
Students in this post-industrial technological age require opportunities for the acquisition of new skills, especially in the marketplace of innovation. A pedagogical strategy that is becoming more and more popular within social studies classrooms is the use of computer and video games as enhancements to everyday lesson plans. Computer/video games…
Descriptors: Social Studies, Computer Games, Video Games, Teaching Methods
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Marino, Matthew T.; Hayes, Michael T. – Cultural Studies of Science Education, 2012
In this response to Yupanqui Munoz and Charbel El-Hani's paper, "The student with a thousand faces: From the ethics in videogames to becoming a citizen", we examine their critique of videogames in science education. Munoz and El-Hani present a critical analysis of videogames such as "Grand Theft Auto", "Street Fight", "Command and Conquer:…
Descriptors: Inclusion, Science Education, Ethics, Criticism
Delacruz, Girlie C. – National Center for Research on Evaluation, Standards, and Student Testing (CRESST), 2012
Educational videogames can be designed to provide instructional feedback that is responsive to specific actions. However, existing research indicates that students tend to ignore videogame feedback and subsequently use less effective help-seeking strategies. Research on help-seeking in learning environments has primarily focused on the role of…
Descriptors: Feedback (Response), Video Games, Educational Games, Incentives
Zuiker, Steven J. – Educational Technology, 2016
Educational videogames support productive learning by organizing content in relation to meaningful contexts and roles. Videogames can also create new opportunities for understanding and supporting learning when the game ends. This presents formative transitions as a strategy for revealing what players learn through videogames, while also…
Descriptors: Video Games, Educational Games, Educational Technology, Play
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Colom, Roberto; Quiroga, Ma. Angeles; Solana, Ana Beatriz; Burgaleta, Miguel; Roman, Francisco J.; Privado, Jesus; Escorial, Sergio; Martinez, Kenia; Alvarez-Linera, Juan; Alfayate, Eva; Garcia, Felipe; Lepage, Claude; Hernandez-Tamames, Juan Antonio; Karama, Sherif – Intelligence, 2012
Here gray and white matter changes after four weeks of videogame practice were analyzed using optimized voxel-based morphometry (VBM), cortical surface and cortical thickness indices, and white matter integrity computed from several projection, commissural, and association tracts relevant to cognition. Beginning with a sample of one hundred young…
Descriptors: Tests, Cognitive Ability, Control Groups, Intelligence
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Jackson, Janna – Teaching Education, 2009
Most teachers only dream of their students spending the amount of motivation, attention, passion, and critical thinking on their classes that some students do playing videogames. This investigation examines the success, pitfalls, and lessons learned from incorporating videogame-like components into an educational technology class. For example,…
Descriptors: Assignments, Video Games, Protocol Analysis, Focus Groups
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Quiroga, M. A.; Herranz, M.; Gomez-Abad, M.; Kebir, M.; Ruiz, J.; Colom, Roberto – Computers & Education, 2009
Here we test if playing video-games require intelligence. Twenty-seven university undergraduate students were trained on three games from Big Brain Academy (Wii): Calculus, Backward Memory and Train. Participants did not have any previous experience with these games. General intelligence was measured by five ability tests before the training…
Descriptors: Undergraduate Students, Intelligence, Individual Differences, Memory
Hung, Aaron Chia Yuan – Peter Lang New York, 2011
Some educational researchers claim that videogames can energize learning in both traditional and non-traditional contexts; cultivate skills more useful to a changing economy; and present information in ways more appealing to students. The notion of "serious games" dates back as early as the 1950s, but so far has failed to make a significant…
Descriptors: Play, Video Games, Ethnography, Educational Researchers
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Moreno-Ger, Pablo; Thomas, Pilar Sancho; Martinez-Ortiz, Ivan; Sierra, Jose Luis; Fernandez-Manjon, Baltasar – Journal of Interactive Media in Education, 2007
In this paper, we propose three different ways of using IMS Learning Design to support online adaptive learning modules that include educational videogames. The first approach relies on IMS LD to support adaptation procedures where the educational games are considered as Learning Objects. These games can be included instead of traditional content…
Descriptors: Video Games, Educational Games, Learning Modules, Computer Software
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