دانلود رایگان مقاله انگلیسی نگرش دانش آموزان به توسعه مهارت های مبتنی بر بازی - الزویر 2018

abstract

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.

Conclusion

The quantitative data presented in Barr (2017) offer compelling evidence for the potential of commercial video games to aid in the development of graduate skills such as communication, resourcefulness and adaptability. However, the qualitative data described here provide important insights into why the students involved felt the games might have helped develop these skills, and the extent to which they believe this to be the case. That the respondents here are broadly positive about the efficacy of games in developing the relevant attributes is an encouraging indication for any future interventions of this nature, bearing in mind the limitations outlined above. Future interventions might apply and build upon the findings described here by running similar game-based drop-in sessions for students, using this work as evidence for the potential usefulness of the sessions. The quantitative results described in the earlier paper provide statistical evidence of the efficacy of the game-based intervention. However, the qualitative data presented here provides insight that is more readily understood by students for whom statistics are not the most natural means of describing the world. Instead, they may look to the words of their peers to understand the potential benefits. The same may also be said for educators and policy makers who seek answers to the questions of how and why game-based interventions may be deployed. The research findings described here contribute to the game-based learning literature by revealing that students see value in playing games at university, and that, given the opportunity to reflect upon such game play, they believe that games can improve their graduate attributes. As stated in the introductory paragraphs, this belief is important, not only in terms of how it influences the efficacy of the intervention, but in suggesting that students e normally resistant to ‘non-core activities’ e may be persuaded to take part. This is where the wider implications for university management lie: games may offer a means of extracurricular development that is more amenable to the student body, should management be willing to explore the possibility.