The effects of cooperative and competitive games on classroom interaction frequencies

This research looks at the effects of playing cooperative and competitive computer games on pupils’ classroom interaction frequency, as an index of their cooperation and engagement in class. It was predicted that students who played a cooperative game would receive higher teacher ratings of classroom interaction frequency, whereas students who played a competitive game would receive lower teacher ratings of classroom interaction frequency. Thirty-two school children with behaviour and learning difficulties played either a cooperative or competitive version of the Wii for a week. The pre- and post-game classroom interaction scores were different for the cooperative and competitive game conditions in the predicted directions. The findings suggest that cooperative games may benefit the social interaction of pupils within the classroom

Mobslinger: The Fastest Mobile in the West.

Whilst there is a number of location sensing games emerging for mobile phones, from both commercial and academic sectors, there are few examples of social proximity based games that are effectively position independent. Bluetooth would seem an obvious choice for proximity based games, although the majority of games produced to-date simply uses it to provide a quasi peer to peer connection between users of multiplayer games. This is no-doubt due to the fact that proximity can often be implied from other location sensing technologies and that Bluetooth is often perceived as difficult to employ. In this paper we will show that Bluetooth can provide exciting game scenarios that can enable spontaneous stimulated social interaction using only proximity information. We illustrate this through the design rationale and subsequent implementation of ‘mobslinger’ which is a wild west, quick draw, ‘shoot-em-up’ game using mobile phones

対人関係ゲームが学級集団の育成に功を奏する条件

Abstract "Social interaction games" are counseling techniques that facilitate developing relationship among classmates using games and activities which require interaction and cooperation among participants. Teacher support and guidance are important factors for the games to be successful(Tagami, 2010; Kishida, 2013). Case reports on teachers\u27 classroom management and application of the games were examined regarding the issues in the classroom, the relationship between school life and social interaction games, and the relationship between teachers and students. It was found that the games were effective when they were included in daily school activities or when they were related with school events. The suggested timing of applying the games was after student guidance or when students come back to school after long absence. The games were also found to be successful when combined with social skills training, for first year students, and for graduating students. It was concluded that the games should be arranged based on the classroom situation or specific issues in the class

Video gaming in a hyperconnected world : a cross-sectional study of heavy gaming, problematic gaming symptoms, and online socializing in adolescents

Aims: Examining online social interactions along with patterns of video gaming behaviors and game addiction symptoms has the potential to enrich our understanding of disorders related to excessive video game play. Methods: We performed latent class analysis in a sample of 9733 adolescents based on heavy use of games, social networking and instant messaging, and game addiction symptoms. We used latent class regression to determine associations between classes, psychosocial well-being and friendship quality. Results: We identified two types of heavy gaming classes that differed in probability of online social interaction. Classes with more online social interaction reported fewer problematic gaming symptoms than those with less online social interaction. Most adolescents estimated to be in heavy gaming classes had more depressive symptoms than normative classes. Male non-social gamers had more social anxiety. Female social gamers had less social anxiety and loneliness, but lower self-esteem. Friendship quality attenuated depression in some male social gamers, but strengthened associations with loneliness in some male non-social gamers. Conclusions: In adolescents, symptoms of video game addiction depend not only on video game play but also on concurrent levels of online communication, and those who are very socially active online report fewer symptoms of game addiction