27,356 research outputs found
Using motivation derived from computer gaming in the context of computer based instruction
This paper was originally presented at the IEEE Technically Sponsored SAI Computing Conference 2016, London, 13-15 July 2016. Abstractâ this paper explores how to exploit game based motivation as a way to promote engagement in computer-based instruction, and in particular in online learning interaction. The paper explores the human psychology of gaming and how this can be applied to learning, the computer mechanics of media presentation, affordances and possibilities, and the emerging interaction of playing games and how this itself can provide a pedagogical scaffolding to learning. In doing so the paper focuses on four aspects of Game Based Motivation and how it may be used; (i) the game playerâs perception; (ii) the game designersâ model of how to motivate; (iii) team aspects and social interaction as a motivating factor; (iv) psychological models of motivation. This includes the increasing social nature of computer interaction. The paper concludes with a manifesto for exploiting game based motivation in learning
Does chess need intelligence? â A study with young chess players
Although it is widely acknowledged that chess is the best example of an intellectual activity
among games, evidence showing the association between any kind of intellectual ability and
chess skill has been remarkably sparse. One of the reasons is that most of the studies
investigated only one factor (e.g., intelligence), neglecting other factors relevant for the acquisition of chess skill (e.g., amount of practice, years of experience). The present study investigated the chess skill of 57 young chess players using measures of intelligence (WISC
III), practice, and experience. Although practice had the most influence on chess skill, intelligence explained some variance even after the inclusion of practice. When an elite subsample of 23 children was tested, it turned out that intelligence was not a significant factor
in chess skill, and that, if anything, it tended to correlate negatively with chess skill. This
unexpected result is explained by a negative correlation between intelligence and practice in the elite subsample. The study demonstrates the dangers of focusing on a single factor in complex
real-world situations where a number of closely interconnected factors operate
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