Meta-analysis of the behavioral and cognitive effects of interactive video games on K-12 students
Other Title(s)
خلاصة تحليلية للآثار السلوكية و المعرفية لألعاب الفيديو التفاعلية على طلاب التعليم العام
Author
Source
International Journal of Research in Educational Sciences
Issue
Vol. 2, Issue 1 (31 Jan. 2019), pp.87-107, 21 p.
Publisher
International Foundation of the Future Horizons
Publication Date
2019-01-31
Country of Publication
Estonia
No. of Pages
21
Main Subjects
Educational Sciences
Information Technology and Computer Science
Topics
- Teaching methods
- Educational technology
- Schools
- Students
- Educational toys
- Interactive Learning
- Public education
- Twenty-first century
Abstract EN
A meta-analysis of the effects of Interactive Video Games (IVGs) on the behavioral and cognitive constructs of meta-cognitive knowledge, direct cognition, and regulatory skills of K-12 students was conducted using a qualitative approach based on grounded theory to address the subject of inquiry within formalized frameworks.
Research results showed that a significant number of articles supported the position that IVGs help students to improve the foundations of their procedural, conditional, and declarative knowledge, with a smaller number contending otherwise.
A systematic literature review, analysis of thematic content, and organization of themes led to the conclusion that IVGs have several positive and some negative effects.
The positive effects include the acquisition of skills for continual development of hypothetical skills, self-regulation, better task performance (based on declarative and procedural knowledge), higher levels of concentration, improved reasoning and judgmental capabilities, increased physical arousal and competitiveness, and positive changes in attitude and behavior.
Using proper intervention strategies could enhance the positive gains from IVGs.
Nevertheless, it is recommended to conduct further research to determine the best strategies to optimize the positive effects of games and reduce their negative effects among K-12 school children.
American Psychological Association (APA)
al-Turki, Uthman Bin Turki. 2019. Meta-analysis of the behavioral and cognitive effects of interactive video games on K-12 students. International Journal of Research in Educational Sciences،Vol. 2, no. 1, pp.87-107.
https://search.emarefa.net/detail/BIM-848841
Modern Language Association (MLA)
al-Turki, Uthman Bin Turki. Meta-analysis of the behavioral and cognitive effects of interactive video games on K-12 students. International Journal of Research in Educational Sciences Vol. 2, no. 1 (2019), pp.87-107.
https://search.emarefa.net/detail/BIM-848841
American Medical Association (AMA)
al-Turki, Uthman Bin Turki. Meta-analysis of the behavioral and cognitive effects of interactive video games on K-12 students. International Journal of Research in Educational Sciences. 2019. Vol. 2, no. 1, pp.87-107.
https://search.emarefa.net/detail/BIM-848841
Data Type
Journal Articles
Language
English
Notes
Includes bibliographical references : p. 105-107
Record ID
BIM-848841