Voice Over Internet Protocol (VOIP), Video Games, and the Adolescent\u27s Perceived Experience

Video games are an everyday experience for adolescents and have changed how adolescents interact with one another. Prior research has focused on positive and negative aspects of video game play in general, without distinguishing Voice Over Internet Protocol (VOIPing) as the mode of play. Grounded in entertainment theory, motivational theory, and psychological distress theory, this cross-sectional, correlational study examined the relationship between VOIPing and quality of life (Pediatric Quality of Life Inventory), Yee\u27s motivation to play video games, and resilience (Child and Youth Resilience Measure). A series of linear regression and multivariate canonical correlation models analyzed self-report responses of 103 adolescents aged 13 to18. Results indicated that VOIPing was not statistically related to quality of life or resilience. However, VOIPing correlated positively with motivation to play video games, particularly with the subscales of socialization and relationships. Canonical analysis of motivation for gaming and quality of life indicated that adolescents with high scores on customization and escapism motivation for gaming subscales tended to also have high scores on each of the emotional, social, and school quality of life subscales. Canonical analysis of motivation for gaming and resilience indicated that adolescents with low scores on the escapism motivation for gaming subscale tended to also have high scores on the individual, relationships, and community resilience subscales. The positive aspects of VOIPing, particularly with increased motivation to play video games, can be effectively used in coaching adolescents in social skills and relationship building

Brain Drain Or Brain Gain? Cognitive Skill Training With Novice Video Game Players With Casual Video Games

Video game playing (vgp) has become a popular and widespread form of entertainment over the past two decades. This form of media is now popular with children, adolescents, and adults alike. While most early research on the effects of vgp focused on the relation of violence in video games and expressions of aggression, more recent research has begun to explore possible beneficial effects of vgp. Study results have been inconsistent, with some suggesting that vgp may improve various cognitive skills such as spatial skills, attentional skills, executive control, and problem solving. Other studies refute or qualify these findings. Additionally, different types of games have been related to improvements in differing cognitive skills. A lack of consistency in vgp training programs and an abundance of correlational rather than causational studies have made interpretation of vgp training results murky at best. The current study aimed to clarify possible causal relationships between vgp and changes in cognitive skill. Novice game players were trained on two different vgp genres (strategy and action-shooter) and administered pre- and post-test batteries of cognitive skill. Forty-nine female participants played 20 hours of a randomly assigned video-game over the course of ten weeks and completed multiple cognitive skills tests pre- and post-study. Individuals who played the first-person shooter-style game exhibited significant improvements in attention, working memory, visuospatial skills, processing speed, and problem-solving. Individuals playing the strategy style game demonstrated significant improvements in working memory, problem-solving, and visuospatial skills as well. Both groups exhibited a decline in self-reported willingness to engage in social conversation following the training paradigm but no cognitive skill declines were observed. These findings have implications for the utility of commercial video-games as a cognitive skill building tool. They also support the potential efficacy of electronic media as a potentially useful means of addressing cognitive deficits while also remaining highly engaging and motivating for individuals to utilize

Cognitive Effects And Academic Consequences Of Video Game Playing

Introduction: prior video game playing (vgp) research has generated mixed empirical findings. Recent studies suggested positive effects vgp may have on cognitive skills, particularly improvements in visuospatial skills, processing speed, working memory, multitasking, and problem solving skills. By contrast, other studies have suggested that vgp leads to lower academic performance - indicating further research on vgp effects is needed. This study investigated the effects of vgp on cognitive skills and academic performance. Methods: 208 participants were recruited from the University of Mississippi psychology department in exchange for research participation credit. The sample was 68.9% female and 31.1% male. Ages ranged from 18-40, though 92.9% of participants were between the ages of 18-21. Ethnic breakdown was - 77.5% Caucasian, 12.9% African American, 6.2% Asian, 1.0% Hispanic, and 2.4% other. Participants were administered a battery of demographic and vgp habit questionnaires, and measures of problem solving, executive control, time management, memory, attention, and spatial skills. Participants were divided into three groups - heavy gamers (5+ hours vgp/week), sometime gamers (1-4 hours/week), and non-gamers (0 hours/week). Results: sometime video game players were found to perform better on measures of time management (f (2, 205) = 4.15, p = .017), and memory (f (7, 200) = 2.21, p = .035); and marginally better on measures of problem solving (f (2, 205) = 2.70, p = .07), and executive control (f (7, 200) = 2.05, p = .051) than were heavy gamers and non-gamers. Heavy gamers also reported the greatest number of problems related to their game playing, (f (2, 131) = 6.30, p = .02). Additionally, time management was found to be related to academic performance, (f (42, 164) = 1.46, p = .05). Finally, heavy gamers performed best on measures of spatial skills, folloby sometime gamers and non-gamers (f (2, 205) = 3.29, p = 0.39). Conclusion: these findings suggest the consequences of vgp are complex. Video game playing appears to positively affect skills such as time management, problem solving, executive control, memory, and spatial abilities when performed in moderation. However, as frequency of playing increases, the time management detriments associated may counterbalance gains

Instilling Motivation, Embracing Mistakes, and Fostering Grit: Using The Rubik\u27s Cube in Elementary Classrooms

Research into the use of a Rubik’s cube in an elementary classroom can provide future implications on fostering grit through a growth mindset. Although previous studies show grit to be a predictor of student success, research surrounding the literature does not address how grit can be taught in the classroom. This mixed methods study explored the missing research by examining the differences between cognitive and non-cognitive skills with the influence of a deliberate practice. The Rubik’s cube acted as the instructional tool to foster grit and growth mindset by engaging students in a motivating challenge that builds perseverance and critical thinking skills. The study was conducted using second grade students from a Title I school in the south. The treatment group participate in grit and growth mindset discussions, as well as Rubik’s cube instruction. The control group also participated in grit and growth mindset discussions using motivational PowerPoints and videos, but did not receive any type of Rubik’s cube instruction. Pre-tests and post-tests were used to analyze reading and mathematics change scores, along with grit and growth mindset levels. In addition, the researcher reflected in a teacher journal, collected student responses from writing prompts, as well as conducted teacher interviews to conclude the study

Recommendations for Developing Video Games to Address Depression Among College Students

Depression is a significant problem on college campuses, and the data shows that prevalence is on the rise (The National Survey on Drug Use and Health [NSDUH], 2014; Stewart, Ricci, Chee, Hahn, & Morgenstein, 2003). Depression impacts the well-being of students and puts them at risk for a variety of issues (Leach, 2009; Adams, Wharton, Quilter, & Hirsch, 2008; Serras, Saules, Cranford, & Eisenberg, 2010; Cranford, Eisenberg, & Serras, 2009; Weitzman, 2004). Many students with depression do not receive care (Blanco, Okuda, Wright, Hasin, Grant, Liu, & Olfson, 20008; Eisenburg and Chung, 2012), or receive care that is not minimally adequate (Eisenburg and Chung, 2012). The first aim of this paper is to review current literature from three pertinent areas of research: (a) depression in the university student population; (b) community psychology; and (c) video games as psychological interventions. These reviews are then synthesized to provide the basis for recommendations for the development of a prevention program that engages the university community in the creation of a video game based intervention for students at risk for, or suffering from, depression. These recommendations are based on principles outlined by Nation et al., (2003). By using existing theory based in community psychology, a video game based prevention program to supplement existing university mental health services is not only feasible but may significantly improve the treatment of depression on college campuses

A Child’s Mental Health Journey: Using an Activity Book as a Guide for Mental Health Literacy and Emotional, Social and Behavioral Development

Like adults, children experience mental health symptoms that can have negative effects on their life and development. According to the CDC (2018), 1 in 6 children has a mental health disorder are 2-8 years old. The prevalence of many mental health disorders increases as children age, and those 6 to 11 years old are more likely to have behavioral problems. There are many theories of why this may be, including the increase in the number of Adverse Childhood Experiences (ACEs) a child may have. Those who are exposed to trauma during childhood are at greater risk for lifelong health problems. About 11% of children with 3 or more ACEs have a higher chance of developing a mental health condition than those who had zero (CDC, 2018). These numbers are high and may continue to increase if interventions are not in place. Mental health interventions and decreasing mental health effects can and should be accessible to every child and one way to ensure broad access to mental health information and identify children in need of mental health intervention is in the classroom. Many life factors are affected by mental health, including emotions, behaviors, and social skills, and interventions should be designed to support these areas. The purpose of this project is to address ways that mental health can be supported in children by addressing areas of development, including emotions, lifestyle, and social skills

Student attitudes to games-based skills development: learning from video games in higher education

Qualitative interview data is presented in support of previously-published quantitative evidence that suggests commercial video games may be used to develop useful skills and competencies in undergraduate students. The purpose of the work described here was to document the attitudes of those students involved in the quantitative study and to explore how the game-based intervention was perceived. To this end, student attitudes to the use of specified games to develop communication skill, resourcefulness and adaptability are examined. A broadly positive perception of the games' efficacy for skills development is revealed, and the aspects of game play that students believe contribute to skills development are discussed. These aspects include the need to communicate with team mates in order to succeed, and the fluid, unpredictable nature of in-game challenges. It is suggested that while the games played an important role in skills development, interaction between students, facilitated by game play, was also a significant factor

Adaptability and Procedural Content Generation for Educational Escape Rooms

We present a literature review that aims to understand the role of the Educational Escape Room (EER) in improving the teaching, learning, and assessment processes through an EER design framework. The main subject is to identify the recent interventions in this field in the last five years. Our study focuses on understanding how it is possible to create an EER available to all students, namely visually challenged users. As a result of the implementation of new learning strategies that promote autonomous learning, a concern arose in adapting educational activities to each student's individual needs. To study the adaptability of each EER, we found the EER design framework essential to increase the student experience by promoting the consolidation of knowledge through narrative and level design. The results of our study show evidence of progress in students' performance while playing an EER, revealing that students' learning can be effective. Research on Procedural Content Generation (PCG) highlighted how important it is to implement adaptability in future studies of EERs. However, we found some limitations regarding the process of evaluating learning through the EERs, showing how important it is to study and implement learning analytics in future studies in this field

Using Immersive Fantasy to Engage Marginalized Youth: Promoting STEM Engagement Using Mystery Rooms

Educational systems today often fail to imbue students with an interest or value for learning. Students in underprivileged areas disengage in education at young ages and are unlikely to pursue STEM education and careers. The purpose of this project is to engage marginalized youth in STEM education through the use of an immersive narrative experience called a Mystery Room. Through analysis of students\u27 perception of time, verbal feedback, and behavioral observations, we determined that this strategy successfully captures student interest and has a significant effect on STEM engagement. Our findings are intended to assist educators in implementing active learning to engage students