video game strategies: better predictors of gpa than homework strategies? karla hamlen...
TRANSCRIPT
Presentation Overview
Purpose: to investigate relationships between strategies students use in video games and strategies they use with homework assignments, and whether or not these are predictors of academic performance in school
Theoretical Framework Method Result Discussion
Theoretical Framework
Media-intensive childhoods Different ways of thinking
(Prensky) Acculturation to different learning
methods (e.g. Gee, Shaffer, Squire, Halverson) Not harmful/bad, but different approaches Strategies in video games may apply to other
learning situations (Stevens, Satwicz, and McCarthy, 2008)
Goal/Hypothesis
Goal: explore relationships between approaches and strategies students use in video game play and GPA, and compare this to approaches and strategies in completing homework assignments and GPA
Hypothesis: video game strategies will provide some predictive value regarding GPA, and this will be similar to the predictive value provided by homework strategies
Study details
113 children and adults, ages 12-44Online survey
Part 1: Video game habits/strategiesPart 2: AcademicsTwo hypothetical questions: ways to
approach problems in video games and in homework assignments
Analysis
Two multiple regression analyses:Relationships between video game strategies
and school GPARelationships between homework strategies
and school GPA Precautions taken: GPA transformed to meet
assumptions of regression, some independent variables eliminated based on multicollinearity found in correlation matrix, sensitivity power analysis to ensure adequate power with small sample size
Overall Results
Significant relationship between video game strategies and GPA, F(11,71) = 2.666, p=.006
Five individual strategies significantly related to GPA
No significant relationship between homework strategies and GPA, F(7,75)=1.332, p=.247
No individual strategies significantly related to GPA
Results: Specific game strategies
Positive relationships with GPA:Use of walkthrough strategy (p=.009)Being willing to ask for help when stuck
(p=.039)Being willing to check the manual when
stuck (p=.039)
Negative relationships with GPA:Use of information approach (p=.018)Use of creative strategies (p=.027)
Limitations
Small sample size, not likely representative of all American students
Relies on self-reportsStrengths: No nonresponse patterns on
survey, findings agree with other literature relating to academic strategies and success
Conclusions/Implications
Help-seeking just in time – academic achievement (Karabenick, 2004; Whipp & Lorentz, 2008; Zusho et al., 2007)
Attitude: willingness to seek helpAdapting and choosing strategies mirrors
real-life problem solving, less teacher- or parent-directed
Educational Implications
Vygotsky (1978) and use of play (especially role play)
Use of identity strategy in classroom learning (Gee, 2004; Vygotsky, 1978)
Choosing most efficient strategies for the problem relates to success in various contexts
Allow freedom to use learning strategies/approaches
Selected References
Gee, J. P. (2003). What video games have to teach us about learning and literacy. New York: NY: Palgrave Macmillan.
Karabenick, S. A. (2004). Perceived achievement goal structure and college student help seeking. Journal of Educational Psychology, 96(3), 569-581.
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, NCB University Press, 9(5), 1-6.
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.