Can Cooperative Video Games Encourage Social and Motivational Inclusion of At-Risk Students?

Autor/inn/en	Hanghøj, Thorkild; Lieberoth, Andreas; Misfeldt, Morten
Titel	Can Cooperative Video Games Encourage Social and Motivational Inclusion of At-Risk Students?
Quelle	In: British Journal of Educational Technology, 49 (2018) 4, S.775-799 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lieberoth, Andreas) ORCID (Misfeldt, Morten)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12642
Schlagwörter	Cooperative Learning; Secondary School Students; Role Playing; Educational Games; Video Games; Educational Technology; Technology Uses in Education; Cooperation; Teamwork; At Risk Students; Social Development; Student Motivation; Program Effectiveness; Well Being; Mathematics Instruction; Indo European Languages; Language Arts; Foreign Countries; Denmark + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Sekundarschüler; Rollenspiel; Educational game; Lernspiel; Video game; Videospiel; Videospiele; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Co-operation; Kooperation; Soziale Entwicklung; Schulische Motivation; Well-being; Wellness; Wohlbefinden; Mathematics lessons; Mathematikunterricht; Indoeuropäisch; Sprachkultur; Ausland; Dänemark
Abstract	Can the challenges encountered in cooperative video games encourage classroom inclusion? And can this experience be translated into curriculum engagement? This study describes a 3 week intervention with game-based learning activities in eight lower secondary classrooms (n = 190). The intervention combined the use of the co-op action role-playing game Torchlight II and analogue gamification aimed at including 32 students challenged by social difficulties and lack of motivation. The video game was used to create more inclusive classrooms by increasing students' opportunities for participation through collaboration in teams. The students also participated in game-related Danish (L1) and Mathematics activities. Effects on social well-being, learning and motivational patterns were measured through teacher assessment combined with the Children's Perceived Locus of Causality-scales. The results show multidimensional effects including positive impact on at-risk students' well-being and reduced experiences of external regulation to participate in Mathematics and Danish. The qualitative analysis not only confirms the positive findings, but also shows how the intervention created ambiguities surrounding the relationship between game activities and curriculum-related assignments. The findings indicate that the impact of game-based classrooms is not due to their fun element, but rather how they enable reframing of social participation and students' engagement with the curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01