Virtual to Real Life—Assessing Transfer of Learning from Video Games

Barnett, Susan M.

doi:10.1093/acprof:osobl/9780199896646.003.0002

Cited by 8 publications

(6 citation statements)

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“…For example, the video game avatar may explore a virtual world gaining points or powers by completing a working memory task (see Prins et al, 2013 The efficacy of gaming to promote EF skills among learners of all ages warrants consistent replication, particularly with regard to "far transfer" (Diamond & Liang, 2015; Melby-Lervag & Hulme, 2013) before widespread adoption of game play as an intervention for cognitive skills should be urged. Far transfer refers to learning in a given context that facilitates one's learning or ability to carry out a task in a new context as compared to near transfer in which learning in a given context facilitates one's learning in a similar context (see Barnett, 2014, for a treatment of transfer within video games). Further, myriad important questions remain unanswered including whether certain individual differences mediate the effectiveness of such training (Jaeggi, Buschkuehl, Jonides, & Shah, 2011) and how to best "gamify" training to produce positive outcomes (Katz, Jaeggi, Buschkuehl, Stegman, & Shah, 2014).…”

Section: Media Use During Middle Childhoodmentioning

confidence: 99%

“…One highly salient concern for researchers and game developers is whether a given game or app requires players to use the knowledge and skills for which it was designed to promote (Fisch, ). This concern pertains to the larger issue of transfer of learning as noted above, whereby far transfer remains more elusive than near transfer (see Barnett, ; Blumberg, Almonte, Barkhardori, & Leno, ; Masson, Bub, & Lalonde, ; Powers & Brooks, ). Thus, a game or app designated as educational may warrant further consideration from a policy and research standpoint.…”

Section: Transfer Of Learningmentioning

confidence: 99%

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Digital Games as a Context for Children's Cognitive Development: Research Recommendations and Policy Considerations

Blumberg

Deater‐Deckard

Calvert

et al. 2019

Social Policy Report

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We document the need to examine digital game play and app use as a context for cognitive development, particularly during middle childhood. We highlight this developmental period as 6‐ through 12‐year olds comprise a large swath of the preadult population that plays and uses these media forms. Surprisingly, this age range remains understudied with regard to the impact of their interactive media use as compared to young children and adolescents. This gap in knowledge about middle childhood may reflect strong and widely held concerns about the effects of digital games and apps before and after this period. These concerns include concurrent and subsequent influences of game use on very young children's and adolescents’ cognitive and socioemotional functioning. We highlight here what is currently known about the impact of media on young children and adolescents and what is not known about this impact in middle childhood. We then offer recommendations for the types of research that developmental scientists can undertake to examine the efficacy of digital games within the rapidly changing media ecology in which children live. We conclude with a discussion of media policies that we believe can help children benefit from their media use. Our hope is that this review will foster greater investigation of the cognitive socialization, as raised over 20 years ago by developmental psychologist and early games researcher Patricia Greenfield, that digital games serve during the middle childhood period, and childhood more generally.

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Section: Media Use During Middle Childhoodmentioning

confidence: 99%

Section: Transfer Of Learningmentioning

confidence: 99%

Digital Games as a Context for Children's Cognitive Development: Research Recommendations and Policy Considerations

Blumberg

Deater‐Deckard

Calvert

et al. 2019

Social Policy Report

View full text Add to dashboard Cite

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“…One of the most pervasive recommendations is to determine what exactly needs to be transferred. 28 , 29 Another common recommendation is to identify the application environment and make explicit connections to it. 28 , 29 , 30 However, in a review, Kuipers et al, 30 found that transfer of learning is rarely addressed as a design rationale in DBCIs for health – it is more often described as an outcome.…”

Section: Discussionmentioning

confidence: 99%

Macro-engagement in mHealth: Exploring user engagement beyond the screen

Villegas Mejía,

Remmerswaal,

Engels

et al. 2024

DIGITAL HEALTH

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While digital technology holds great promise for health and well-being, some users feel sceptical about the time they spend online and how they use their mobile devices. This attitude could hamper uptake of digital health technologies and engagement with them. This study uses the concept of macro-engagement as a starting point to investigate how users of digital behaviour change interventions (DBCIs) engage with their behaviour change goals beyond the screens of their tools. Thirty semi-structured interviews were conducted with individuals who take part in behaviour change processes in different ways (i.e. mental health professionals, digital health experts and users of DBCIs). A qualitative analysis of their data through a grounded theory approach highlighted a wide array of offscreen behaviors and strategies that complement a behavior change process offscreen. Furthermore, implications for designing technology that encourages progressive non-reliance on DBCI usage are drawn out.

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“…Therefore, learning that is associated with video games are considered to be transferrable as long as they have a promise of teaching quantitatively measurable matters such as mathematics, physics etc. In many cases, such as reports from Best (2014) and Barnett (2014), the findings are classed as vague and unsatisfying. Such approaches that consider both transfer and evaluation, clash with the educational outcomes that are targeted and valued in art and design studio spaces.…”

Section: Introductionmentioning

confidence: 99%

Virtual Learning Spaces: Designing Learning and Learning to Design

Yolac¹

2019

Insider Knowledge - Proceedings of the Design Research Society Learn X Design Conference, 2019

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This paper argues the pedagogical positioning of video gaming spaces in art and design education as alternative studios. It serves as an analytical formulation for understanding gaming spaces as studio spaces. During the introduction, the paper argues the qualities of studio learning goals and related assessment approaches. After that, it explores studio spaces and their position in learning through a constructivist approach. It uses the theory of four pillars of education during this exploration. It continues with a structural analysis of video games. It approaches this structure and its elements as enablers of a unique spatial experience. Later, it discusses how studio and gaming spaces are in tune with one another, by arguing the resemblances between studio education and game structure. Lastly, it suggests using studio evaluation methods due to this similarity and concludes with further research suggestions.

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Virtual to Real Life—Assessing Transfer of Learning from Video Games

Cited by 8 publications

References 0 publications

Digital Games as a Context for Children's Cognitive Development: Research Recommendations and Policy Considerations

Digital Games as a Context for Children's Cognitive Development: Research Recommendations and Policy Considerations

Macro-engagement in mHealth: Exploring user engagement beyond the screen

Virtual Learning Spaces: Designing Learning and Learning to Design

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