SimCity is a system simulation game frequently used in educational settings. This study investigates whether playing SimCity could change Turkish adolescents' perception of the city they live in. We hypothesized that playing the game would lead to perceptional changes in the players regarding their ideal and real cities. Two hundred forty eight 13‐year old Turkish adolescents attending 7th grade constituted the sample. Ninety adolescents played the game for six weeks. Their scores on various perception variables on city issues were compared to those of the control group's. Results showed that students in the experimental group changed their expectations of an ideal city to resemble the game, expected city authorities to pay greater attention to city issues, and reported higher level of distrust to city authorities at the post‐test compared to those in the control group. Findings are discussed in terms of the potential of SimCity in training informed citizens.
This multistage project explored new territory by evaluating news stories produced by multiplatform journalism using different technologies and among viewers from different generations. Mixed results were found between the controlled laboratory setting and the nationwide deployment. Lack of significant differences in perception of transparency or credibility of news produced using traditional technologies and new technologies provides promising implications for those concerned with media economics and the benefits of multiplatform journalistic production.
Video games and gamified applications have been used for various purposes including helping businesses (in commercial marketing), or helping the individual, community or society (in social marketing). Video games are systems with rules, play structures, and narratives; while gamified applications utilize game elements, mechanics, and ways of thinking to generate meaningful, playful and fun experiences. Both video games and gamified applications require a learning process including learning to play, and learning through the game. This chapter advocates that learning is an inherent component of video games and gamified applications. The main purpose of this chapter is to examine the concept of ‘game learning' from three major theoretical positions, namely Behaviorism, Cognitivism, and Constructivism. In doing so, this chapter first explains, compares, and contrasts these three positions, then elaborates on how learning takes place in specific games designed for commercial and social marketing with the lens of these three positions.
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