RESUMEN
Self-regulated learning (SRL) is a form of learning guided by the student's own meta-cognition, motivation, and strategic action, often in the absence of an educator. The use of SRL processes and skills has been demonstrated across numerous academic and non-academic contexts including athletics. However, manifestation of these processes within esports has not been studied. Similar to traditional athletes, esports players' performance is likely correlated with their ability to engage SRL skills as they train. Thus, the study of SRL in the context of esports would be valuable in supporting players' learning and mastery of play through specialized training and computational support. Further, an understanding of how SRL manifests in esports would highlight new opportunities to use esports in education. Existing work on SRL in games, however, predominantly focuses on educational games. In this work, we aim to take a first step in the study of SRL in esports by replicating Kitsantas and Zimmerman's (2002) volleyball study in the context of League of Legends. We compared the self-regulatory processes of expert, non-expert, and novice League of Legends players, and found that there were significant differences for processes in the forethought phase. We discuss three implications of these findings: what they mean for the development of future computational tools for esports players, implications that esports may be able to teach SRL skills that transfer to academics, and what educational technology can learn from esports to create more effective tools.
RESUMEN
Previous studies of attentional deployment to a single stream of experimenter-selected affective stimuli have found that compared to younger adults, older adults attend relatively more to positive and less to negative stimuli, and this can relate to better mood for them. Past studies of situation selection have yielded a contrasting picture of age similarity. In everyday life, attentional deployment is fundamentally and dynamically related to situation selection, but prior studies have investigated them only in isolation. We present new research using mobile eye tracking to test for age differences in selections of emotional stimuli and attention to self-selected choices after a negative mood induction. Younger, middle-aged, and older individuals (N = 150) were either instructed to specifically try to regulate their mood state or not before having their selections, attention, and mood recorded. We used a database-oriented method to analyze fixations to positive, negative, and neutral videos once selected. Findings suggested more similarities than differences among age groups in what material was selected, how participants attended to selected material, and how their choices and attention predicted mood. Situation selection also had a more consistent relationship with mood than attentional deployment. These results suggest that age differences in attention are less apparent when participants have flexibility to avoid and choose stimuli than when viewing a predetermined fixed set of stimuli. Thus, emotion regulation strategies of selection and attention may show more age similarities when they interact than when studied in isolation. (PsycINFO Database Record
Asunto(s)
Atención/fisiología , Emociones/fisiología , Adolescente , Adulto , Factores de Edad , Anciano , Anciano de 80 o más Años , Envejecimiento , Femenino , Fijación Ocular , Humanos , Masculino , Persona de Mediana Edad , Seguimiento Ocular Uniforme , Adulto JovenRESUMEN
OBJECTIVES: Herein we describe a methodology for developing a game-based intervention to raise awareness of Chlamydia and other sexually transmitted infections among youth in Boston's underserved communities. MATERIALS AND METHODS: We engaged in three design-based experiments. These utilized mixed methods, including playtesting and assessment methods, to examine the overall effectiveness of the game. In this case, effectiveness is defined as (1) engaging the target group, (2) increasing knowledge about Chlamydia, and (3) changing attitudes toward Chlamydia testing. These three experiments were performed using participants from different communities and with slightly different versions of the game, as we iterated through the design/feedback process. RESULTS: Overall, participants who played the game showed a significant increase in participants' knowledge of Chlamydia compared with those in the control group (P = 0.0002). The version of the game, including elements specifically targeting systemic thinking, showed significant improvement in participants' intent to get tested compared with the version of the game without such elements (Stage 2: P > 0.05; Stage 3: P = 0.0045). Furthermore, during both Stage 2 and Stage 3, participants showed high levels of enjoyment, mood, and participation and moderate levels of game engagement and social engagement. During Stage 3, however, participants' game engagement (P = 0.0003), social engagement (P = 0.0003), and participation (P = 0.0003) were significantly higher compared with those of Stage 2. Thus, we believe that motivation improvements from Stage 2 to 3 were also effective. Finally, participants' overall learning effectiveness was correlated with their prepositive affect (r = 0.52) and their postproblem hierarchy (r = -0.54). CONCLUSION: The game improved considerably from its initial conception through three stages of iterative design and feedback. Our assessment methods for each stage targeted and integrated learning, health, and engagement outcomes. Lessons learned through this iterative design process are a great contribution to the games for health community, especially in targeting the development of health and learning goals through game design.
Asunto(s)
Infecciones por Chlamydia/diagnóstico , Infecciones por Chlamydia/psicología , Juegos Recreacionales/psicología , Educación en Salud/métodos , Adolescente , Boston , Chlamydia/patogenicidad , Femenino , Educación en Salud/normas , Humanos , Relaciones Interpersonales , Masculino , Proyectos Piloto , Adulto JovenRESUMEN
BACKGROUND: Obesity and weight gain is a critical public health concern. Serious digital games are gaining popularity in the context of health interventions. They use persuasive and fun design features to engage users in health-related behaviors in a non-game context. As a young field, research about effectiveness and acceptability of such games for weight loss is sparse. OBJECTIVE: The goal of this study was to evaluate real-world play patterns of SpaPlay and its impact on body mass index (BMI) and nutritional knowledge. SpaPlay is a computer game designed to help women adopt healthier dietary and exercise behaviors, developed based on Self-Determination theory and the Player Experience of Need Satisfaction (PENS) model. Progress in the game is tied to real-life activities (e.g., eating a healthy snack, taking a flight of stairs). METHODS: We recruited 47 women to partake in a within-subject 90-day longitudinal study, with assessments taken at baseline, 1-, 2-, and 3- months. Women were on average, 29.8 years old (±7.3), highly educated (80.9% had BA or higher), 39% non-White, baseline BMI 26.98 (±5.6), who reported at least contemplating making changes in their diet and exercise routine based on the Stages of Change Model. We computed 9 indices from game utilization data to evaluate game play. We used general linear models to examine inter-individual differences between levels of play, and multilevel models to assess temporal changes in BMI and nutritional knowledge. RESULTS: Patterns of game play were mixed. Participants who reported being in the preparation or action stages of behavior change exhibited more days of play and more play regularity compared to those who were in the contemplation stage. Additionally, women who reported playing video games 1-2 hours per session demonstrated more sparse game play. Brief activities, such as one-time actions related to physical activity or healthy food, were preferred over activities that require a longer commitment (e.g., taking stairs every day for a week). BMI decreased significantly (P<.001) from baseline to 3-month follow-up, yielding a large effect size of 1.28. Nutritional knowledge increased significantly (P<.001) from first to third month follow-ups, with an effect size of .86. The degree of change in both outcomes was related to game play, baseline readiness to change, and the extent of video game play in general. CONCLUSIONS: This work demonstrates initial evidence of success for using a serious game as an intervention for health behavior change in real world settings. Our findings also highlight the need to understand not only game effectiveness but also inter-individual differences. Individualizing content and the intervention medium appears to be necessary for a more personalized and long-lasting impact.