• Video games can develop graduate skills in higher education students: A randomised trial

    Author(s):
    Matthew Barr (see profile)
    Date:
    2017
    Group(s):
    Game Studies
    Subject(s):
    Education, Games--Study and teaching, Video games, Education, Higher
    Item Type:
    Article
    Tag(s):
    game-based learning, graduate skills, Game studies, Higher education
    Permanent URL:
    http://dx.doi.org/10.17613/ezg4-7817
    Abstract:
    This study measured the effects of playing commercial video games on the development of the desirable skills and competences sometimes referred to as ‘graduate attributes’. Undergraduate students in the Arts and Humanities were randomly assigned to either an intervention or a control group. Previously validated, self-report instruments to measure adaptability, resourcefulness and communication skill were administered to both groups. The intervention group played specified video games under controlled conditions over an eight week period. A large effect size was observed with mean score change 1.1, 1.15, and 0.9 standard deviations more positive in the intervention group than the control on the communication, adaptability, and resourcefulness scales respectively (p = 0.004, p = 0.002, and p = 0.013 for differences in groups by unpaired t-test). The large effect size and statistical significance of these results support the hypothesis that playing video games can improve self-reported graduate skills. The findings suggest that such game-based learning interventions have a role to play in higher education.
    Metadata:
    Published as:
    Journal article    
    Status:
    Published
    Last Updated:
    2 years ago
    License:
    Attribution
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