Hypercontextualized Learning Games

Sedano, Carolina Islas; Leendertz, Verona; Vinni, Mikko; Sutinen, Erkki; Ellis, Suria

doi:10.1177/1046878113514807

Cited by 25 publications

(10 citation statements)

References 20 publications

(23 reference statements)

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“…Finally, virtual/in-person indicates that a person could engage in A & H virtually or in-person. Some examples of virtual engagement with A & H include an imaginary visit to a historical site (Sherry, 2016) or playing a digital game about civic engagement in a given local community (Sedano, Leendertz, Vinni, Sutinen, & Ellis, 2013).…”

Section: The Functional Frame ("How")mentioning

confidence: 99%

Arts and Humanities Engagement: An Integrative Conceptual Framework for Psychological Research

Shim

Tay

Ward

et al. 2019

Review of General Psychology

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From ancient times to the current digital era, the arts and humanities have been a significant part of human experience. They have played important roles in education, leisure, and work for people across diverse backgrounds and cultures, present in their lives from the cradle to the grave. This ubiquity of the arts and humanities in human life has also made them a topic of interest for psychologists. For more than a century, psychologists have conducted theoretical and empirical research on the psychological processes of engaging with art (Tinio & Smith, 2017). More recently, there has also been a call for a humanities approach to psychology that investigates human subjectivity (Teo, 2017). Furthermore, several divisions of the American Psychological Association such as the Society for the Psychology of Aesthetics, Creativity and the Arts (Division 10); the Society for Theoretical and Philosophical Psychology (Division 24); the Society for the Psychology of Religion and Spirituality (Division 36) along with their accompanying peer-reviewed journals are devoted to the promotion of scholarship in this area. This indicates that both the arts and the humanities have substantive psychological significance in our lives. Despite this interest in the psychology of the arts and the humanities, however, our field lacks an integrative understanding of what it means to engage with the arts and humanities. Although psychological research has been undertaken on various forms of arts and humanities such as music, visual arts, literature, film, dance, and theater (Reiter-Palmon & Tinio, 2018; Smith & Tinio, 2014), this work is not grounded in a robust conceptualization of arts and humanities engagement as a whole. One of the core challenges to scientific progress in this area is the lack of a common language and an integrative conceptual framework that can be used across disciplines (Stickley et al., 2017). To better understand the psychological effects of engaging with the arts and humanities, we must first begin with a systematic and integrative approach to its conceptualization and operationalization (Tay, Pawelski, & Keith, 2018). Many scholars and organizations in the arts and humanities (e.g.

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Section: The Functional Frame ("How")mentioning

confidence: 99%

Arts and Humanities Engagement: An Integrative Conceptual Framework for Psychological Research

Shim

Tay

Ward

et al. 2019

Review of General Psychology

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“…For the player to be successful, he or she had to imagine what it was like to live in the historical period of the host. Hence, the host did not only act as a teacher, but it also guided the fantasy, which was found on a final survey to be significantly related to players' affective and cognitive engagement (Islas Sedano et al, 2013).…”

Section: Motivationmentioning

confidence: 90%

Psycognia: The Development of a Passive Gaming Environment for Use in Undergraduate Psychology Classes

Klisans

Kelling

2017

Proceedings of the Human Factors and Ergonomics Society Annual

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Research has shown that games are able to engender educational settings that better the process of learning and enhance the execution and achievement of tasks. These studies, however, have only used games with automatic, responsive interfaces, or active games. Although effective, these video games necessitate the expenditure of human, physical, and monetary resources, and are, therefore, not inclusive of all populations. Alternatively, passive games are structured around the same principles as active games, but do not require programmed platforms. This study presents the theoretical design, development and implications of a passive game that is to be used in undergraduate psychology classes.

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“…2) Niveles de dificultad progresiva, el videojuego debe tener un grado de dificultad que plantee retos superables para que el jugador no se dé por vencido y abandone (Islas, Leendertz, Vinni, Sutinen & Ellis, 2013).…”

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Videojuegos: Incentivos Multisensoriales Potenciadores de las Inteligencias Múltiples en Educación Primaria

Pérez

García²,

Duque³

2017

EJREP

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ResumenIntroducción. La investigación se centró en estudiar en qué medida los videojuegos educativos, utilizándolos planificada y sistemáticamente, pueden constituir contextos de aprendizaje propicios para desarrollar las Inteligencias Múltiples (IM) en escolares.Metodología. Se adoptó una dualidad metodológica: a) cualitativa: evaluación previa y análisis de contenido del videojuego a utilizar en la experiencia, primando su adecuación y correspondencia con las áreas curriculares de primaria; b) experimental: estudio de caso orientado a constatar el posible incremento de las IM en alumnos de Primer Ciclo de Educación Primaria (N=101) derivado de la implementación del videojuego en el aula durante un curso, utilizando un grupo de control e identificando el nivel alcanzado antes (test) y después de la experiencia (postest) con un instrumento de evaluación.Resultados. La selección previa del videojuego garantiza la adquisición y refuerzo de numerosos aprendizajes vinculados con los contenidos curriculares de Primaria. Las actividades lúdicas -relacionadas con las ocho inteligencias-suponen retos motivadores para los escolares y ocasiones para potenciar diversas habilidades. Tras la experiencia lúdico-formativa con el videojuego se observó un incremento generalizado en todas las inteligencias, resultando significativas la lógico-matemática, la viso-espacial y la corporal-cinestésica, mejorando las dos primeras más en las niñas, que en los niños.Conclusiones. Se verificó la hipótesis de partida: la introducción de videojuegos educativos adecuados en las aulas y su explotación sistemática promueve el desarrollo de las IM en escolares de primaria. Especialmente, las operaciones de medida, cálculos matemáticos, recuentos, identificación y clasificación de formas y tamaños, relaciones y correspondencias, junto a actividades que fomentan el cuidado del cuerpo (dieta saludable e higiene personal) presentados de forma lúdica facilitan el aprendizaje e incrementan las IM.

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Hypercontextualized Learning Games

Cited by 25 publications

References 20 publications

Arts and Humanities Engagement: An Integrative Conceptual Framework for Psychological Research

Arts and Humanities Engagement: An Integrative Conceptual Framework for Psychological Research

Psycognia: The Development of a Passive Gaming Environment for Use in Undergraduate Psychology Classes

Videojuegos: Incentivos Multisensoriales Potenciadores de las Inteligencias Múltiples en Educación Primaria

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