Adults video gaming: Key competences for a globalised society

Díaz, Laura Alonso; Tosina, Rocí­o Yuste; Mendo-Lázaro, Santiago

doi:10.1016/j.compedu.2019.103616

Cited by 13 publications

(8 citation statements)

References 20 publications

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“…In addition, they are also useful methods to implement student-centered and problem-based teaching and learning strategies designed to better develop multiple learning outcomes, which are essential in the globalized world (Barr, 2017;Sierra, 2020). A growing body of research highlights the effectiveness of these methods for educational purposes (Tobias IJSHE 22,5 et al, 2014) and suggests that game-based learning is highly valuable in the promotion of socalled 21st-century skills (Qian and Clark, 2016;Alonso-Díaz et al, 2019).…”

Section: Rq1mentioning

confidence: 99%

The transforming generation: increasing student awareness about the effects of economic decisions on sustainability

Sierra

Suárez-Collado

2021

IJSHE

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Purpose There is a growing trend in higher education institutions to develop multi-disciplinary approaches to education for sustainable development and to implement student-centered and problem-based methodologies to increase student engagement and satisfaction. This paper aims to present an innovative methodology to increase student awareness about the effects of economic decisions on sustainability. Design/methodology/approach This method uses a videogame and two board games to simulate three spheres of economic interaction, namely, local, national and international. For every sphere, three key economic sectors and their relationships with fundamental sustainable development goals (SDGs) are addressed. This study uses pre- and post-simulation data to analyze the students’ perceptions regarding the usefulness of the simulations and their awareness about the effects of economic decisions on sustainability. Findings The implementation of this teaching and learning method demonstrated not only that active learning can effectively increase student awareness about the potential social and environmental consequences of economic decisions but also that students perceive games and simulations as useful teaching and learning tools. Social implications Students in these areas need to learn not only how to transform original ideas into successful projects but also to align financial results with social and environmental objectives. The methodology presented in this research allows to enhance learning from a multi-disciplinary perspective, helping the students to analyze different economic sectors and their connection with a number of SDGs through the lens of public economics. Originality/value The outbreak of the COVID-19 virus has shown the effects of a global pandemic at the economic, social and environmental levels. This paper presents an innovative active learning framework to increase sustainability awareness among students of economics, business and management.

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Section: Rq1mentioning

confidence: 99%

The transforming generation: increasing student awareness about the effects of economic decisions on sustainability

Sierra

Suárez-Collado

2021

IJSHE

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“…7 Meaningful activities are broadly defined as those activities that hold value to the individual and have the potential to improve health. Examples may include creative activities, traditional games, video games, 8 and reading, among others.…”

Section: Hospitalization and Psychosocial Issuesmentioning

confidence: 99%

Providing Opportunities for Meaningful Activities for Covid-19 Patients: A Community Response

Knowles¹,

O’Donnell²,

Lynch³

et al. 2020

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Context: Patients hospitalized for Covid-19 are at high risk for experiencing isolation, boredom, anxiety, and depression. These psychosocial issues can contribute to poorer health outcomes. Objective: The purpose of this project was to bridge the gap between patient needs and available resources: bringing supplies to the patients, such that they could participate in meaningful activities in the isolation of their rooms, with hopes of mitigating aspects of loneliness and boredom. Case Report: This case study describes the activities of the occupational and recreational therapy academic programs initiated in order to resource supplies from the community in response to a request from the hospital. A carload of technology and non-technology activity resources were delivered to the hospital and distributed to patients. A treating physician provided an overview of the patient response. Patient Experience: Staff reported fewer complaints of isolation and boredom following the delivery of resources. This also increased staff morale. Conclusion: Providing resources patients can independently utilize may reduce feelings of isolation and boredom, which may improve health outcomes.

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“…Romero, Usart, and Ott (2015), for example, highlight social skills, critical thinking, problem-solving and productivity as abilities that have been shown to be exercised by 'serious games': games developed for purposes other than pure entertainment but not necessarily, as Romero et al note, to develop 21st century skills. More recently, Alonso-Díaz, Yuste-Tosina, and Mendo-Lázaro (2019) have suggested that playing video games, particularly role-playing games, promotes the acquisition of 'key competencies for a globalised society'. And several studies have suggested that playing video games can provide perceptual, attentional and cognitive benefits to players (Green and Bavelier 2015) and help develop cognitive and non-cognitive abilities, including problemsolving, spatial skills and persistence (Shute, Ventura, and Ke, 2015).…”

Section: Introductionmentioning

confidence: 99%

A cross-sectional study of video game play habits and graduate skills attainment

Barr

2020

Research in Learning Technology

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Using a survey of higher education students (N = 2145), correlations between game play habits and the attainment of certain graduate skills or attributes (communication skill, adaptability and resourcefulness) are presented. Correlations between graduate attribute attainment and a range of demographic and educational factors, including age, gender, level of study and year of study, are also calculated. While it is shown that there is no significant relationship between existing game play habits and graduate attribute attainment, several broad observations are made. Students who do not play video games tended to score best, while those students who play games in a variety of modes (online and local cooperative play, team-based and other cooperative play) also scored better on measures of graduate attribute attainment. Assumptions about the development of graduate attributes over time are also challenged by the data presented here, which suggest there is little correlation between attribute attainment and years spent at university. The work suggests that, while video games may be used to develop graduate skills on campus, there is no strong correlation between existing game play habits and the attainment of certain transferable skills.

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Adults video gaming: Key competences for a globalised society

Cited by 13 publications

References 20 publications

The transforming generation: increasing student awareness about the effects of economic decisions on sustainability

The transforming generation: increasing student awareness about the effects of economic decisions on sustainability

Providing Opportunities for Meaningful Activities for Covid-19 Patients: A Community Response

A cross-sectional study of video game play habits and graduate skills attainment

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