The construct of game experience encompasses two distinct dimensions: experience within a video g... more The construct of game experience encompasses two distinct dimensions: experience within a video game and experience with a video game. For the purposes of this study, the authors focused on prior experience with video games. The construct of prior video gaming experience has been typically defined in terms of time spent playing and operationalized in two distinctly different ways: 1) an estimate of overall time spent playing video games (e.g., single-item measure); or 2) a cumulative estimate of time spent playing split by video game genre (e.g., multiple-item measure). Despite these extant measurement perspectives, a search of the literature did not reveal a rationale for the disparate granularity with which the prior video game experience construct is captured. However, these variations in approach to measuring prior video game experience may impact the findings of game-based research. This study was conceptualized to begin a methodological conversation centering on how construct operationalization could influence study outcomes. A common scale adaptation process was applied to examine whether prior gaming experience measured by a single-item compared to a multiple-item instrument impacted the predicted likelihood of game-based outcomes. Results demonstrated that while both overall and genre-based measures of prior video game experience measures are tenable in gamebased research, genre-based measures appear to yield more clarity for both task-specific and outcome-based research questions.
Pearson now uses a technology-based testing platform, Q-Interactive, to administer tests previous... more Pearson now uses a technology-based testing platform, Q-Interactive, to administer tests previously available in paper versions. The same norms are used for both versions; Pearson's in-house equivalency studies indicated that both versions are equated. The goal of the current study is to independently evaluate equivalency findings. For the current study, equivalency was measured using the three-part test set forth by American Psychological Association in 1986. First, the researchers examined rank order similarity; then, they examined mean score similarity; and finally, they examined score-distribution similarity. One of these equivalency standards (rank order similarity) was not met, and one other standard is debatable (mean score similarity); therefore, the authors noted concerns about the use of Peabody Picture Vocabulary Test, Fourth Edition Q-Interactive for preschoolers. New normative data should be collected.
K E Y W O R D S equivalency, Q-interactive, technology-based testing, validity
International Journal of Gaming and Computer-Mediated Simulations, 2019
The current pilot study examined how well a reflective moral-choice video game predicted the rati... more The current pilot study examined how well a reflective moral-choice video game predicted the rating scale scores of aggression types. To begin, the authors used a coding system to examine in-game proactive and reactive behaviors. This analysis resulted in a tallied score for each construct. These game-based scores were then included in regression models, examining how well within-game behaviors predict scores on a pre-existing rating scale of both proactive and reactive aggression. Findings indicated that game-based proactive scores were not predictive of proactive aggression ratings; however, reactive game-based scores were predictive of reactive aggression ratings. Implications for these findings are discussed.
Teachers commonly use behavioral logs as a primary method for controlling classroom behavior, but... more Teachers commonly use behavioral logs as a primary method for controlling classroom behavior, but frequently they are using these logs incorrectly. For this reason, this article provides specific information on how to correctly use behavioral logs for techniques such as check-in/check-out, behavioral report cards, and token economies. Each of these are described in terms of empirical support for their use and how they would be integrated into a positive behavioral and intervention support model. Concrete examples are provided for school-based practitioners to use when working with their own students.
Researchers investigated the diagnostic utility of the Social Skills Improvement System: Performa... more Researchers investigated the diagnostic utility of the Social Skills Improvement System: Performance Screening Guide (SSIS-PSG). Correlational, regression, receiver operating characteristic (ROC), and conditional probability analyses were run to compare ratings on the SSIS-PSG subscales of Prosocial Behavior, Reading Skills, and Math Skills, to report card grades for conduct, reading, and math, respectively. Respective subscales were all statistically significantly correlated with one another. In addition, all regressions indicated significant predictions for the SSIS-PSG to respective report card grades. ROC analyses for SSIS-PSG Math with math grades and SSIS-PSG Reading with reading grades were statistically significant and described as fair. ROC analysis for SSIS-PSG Prosocial Behavior with conduct grades was not significant and described as poor. In a conditional probability analysis, the variable of concern for screeners concerns false negative ratios; all estimates for this fell within the targeted range.
Many teachers report using behavioral management charts in their classrooms as a means of managin... more Many teachers report using behavioral management charts in their classrooms as a means of managing student behaviors , but little is known about exactly what behaviors teachers are charting, or specifically how. Misunderstanding over how real-world teachers maintain behavioral charts may cause miscommunication between the teacher and the school psychologist. This study sought to determine how teachers collect and track behavioral data. Researchers examined behavior-al charts used by teachers in a Title I elementary school that reported using Positive Behavioral Intervention Supports (PBIS). Researchers evaluated charts for ten classrooms (~150 students) and compared the type of data collected by each teacher for each child. Findings indicated that teachers either used no system, their own systems, or a computer-based system (Class Dojo) for charting behavior. An analysis of each of these systems found that Class Dojo provided significantly more data (positive and negative notations) in general, as well as more reliable data than any other system reviewed. Discussions of these findings within a PBIS framework, as well as general concerns about the computer-based system, are provided.
In 1991, Bracken and Barona wrote an article for School Psychology International focusing on stat... more In 1991, Bracken and Barona wrote an article for School Psychology International focusing on state of the art procedures for translating and using tests across multiple languages. Considerable progress has been achieved in this area over the 25 years between that publication and today. This article seeks to provide a more current set of suggestions for altering tests originally developed for other cultures and/or languages. Beyond merely describing procedures for linguistic translations, the authors provide suggestions on how to alter, use, and review tests as part of a cultural-linguistic adaptation process. These suggestions are described in a step-by-step manner that is usable both by test adapters and by consumers of adapted tests.
Digital environments, serious games, video-games, and game-based simulations continue to expand a... more Digital environments, serious games, video-games, and game-based simulations continue to expand as foundations (e.g. Quest2Learn schools in New York City and Chicago) and adjuncts (e.g. River City, Whyville, Civilization) to pre-college level curriculum and learning. However, studies examining the psychology of learning from, with and within game-based settings have remained largely atheoretical. Both private and public funders of game-based learning have recognized this situation. Further, it has compromised the development of psychological theory which with to account for learning via gameplay as influenced by factors such as gender, developmental level, motivation for learning, socioemotional factors, and specific content/skill targeted for instruction (Connected Learning, 2013; NSF Task Force on Cyberlearning, 2008). Accordingly, the goal of this special issue is to provide readers with a strong research base framework that advances and integrates the psychology of learning (cognitive, behavioral, cultural and socioemotional) with emerging theoretical perspectives of game-based learning from different approaches that involve the science of learning, pathways of influence, playful learning and connected learning.
A behavioral observation methodology was employed in this study to examine how social behavior un... more A behavioral observation methodology was employed in this study to examine how social behavior unfolds within a virtual environment and to identify what might perpetuate this behavior. Partial interval recording sampling was used to code social interactions (Socio-Spatial Interactivity and Social Presence)
that occurred between experienced World of Warcraft players during their game play. Given the bidirectional nature of social interactions, Socio-Spatial Interactivity and Social Presence variables (Affective Association, Community Cohesion, Interaction Intensity, and Knowledge & Experience) were employed as both dependent and independent variables in two separate sets of regression analyses. Findings suggest that a positive feedback loop exists between Socio-Spatial Interactivity and Social Presence. Based on these findings, the researchers discuss implications for designers and end-users of virtual environments.
Given the active and authentic nature of Massively-Multiplayer Online Games, researchers have beg... more Given the active and authentic nature of Massively-Multiplayer Online Games, researchers have begun to question the use of this virtual setting as a teaching / learning tool (Barab et al., 2010; Squire, 2006). Specific findings in virtual environments show that several personal factors mediate an individual’s experiences within that environment (Przybylski, Rigby, & Ryan, 2010). Although physical-world research has focused on the personal factor of personality and its influence on learning (Caprara et al., 2011; Furnham, Chamorro-Premuzic, & McDougall, 2003; Gallagher, 1996; Olesen, Thomsen, Schnieber & Tønnesvang, 2010), very little research on personality within virtual settings has been conducted. Thus, it is important to explore more about personality changes between individuals and their avatars in virtual settings. Findings from the current study show statistically different personality score for individuals and their avatars across all domains of the Five-Factor Model. However, for three of the domains, Neuroticism, Openness, and Conscientiousness, consistent patterns of difference existed. Overall implications for these findings are discussed.
Several factors contribute to an individual’s experiences in computer-based environments. Previou... more Several factors contribute to an individual’s experiences in computer-based environments. Previous research shows one such factor, the degree to which users feel connected to a virtual environment, influ- ences the actions of individuals within the environment (Banos et al., 2008; Welch, 1999). Additional factors, such as people’s personality and the personality of their avatar, influence behaviors in virtual environments (McCreery, Krach, Schrader, & Boone, 2012). The current study focused on the role of presence as it affects behavior within the virtual environment. Presence has been defined as the psychological state where virtual experiences feel authentic. However, the degree to which presence acts as a mediating variable in virtual environments is not well understood. The current study employed a combination of survey instruments and direct observation to explore the relationships among personality of self and avatar, presence, and behaviors within a virtual environment. Findings indicated that participant scores in the domain of agreeableness were a significant predictor of agreeable behavior in the virtual environment. However, with the exception of negative effects (e.g., dizziness), presence does not appear to influence behavior. Overall implications for these findings are discussed.
Although researchers have discussed the existence of a virtual self, or embodiment of human chara... more Although researchers have discussed the existence of a virtual self, or embodiment of human characteristics within an avatar, little known about how the virtual self influences a player’s behavior within a virtual environment. To better understand this relationship, World of Warcraft game players were asked to complete personality-rating scales for both themselves and their avatars. In addition, in-world behavior was recorded and then analyzed using a behavioral assessment checklist. Results suggested a relationship between personality and behavior within the domain of agreeableness. Based on these findings, the researchers discuss implications for the construct known as the virtual self, as well as the inclusion of psychological systems design into the overall game design process.► We examine the relationship between personality and behavior in a virtual environment (VE). ► The emergence of a virtual self as a psychological component of VE software appears to exist. ► Results indicate a relationship along the domain of agreeableness.
There is a substantial and growing interest in immersive virtual spaces as contexts for 21st cent... more There is a substantial and growing interest in immersive virtual spaces as contexts for 21st century skills like problem solving, communication, and collaboration. However, little consideration has been given to the ways in which users become proficient in these environments or what types of target behaviors are associated with 21st century skills. As a result, this exploratory study (n = 16) applied systematic direct observations to examine differences in expert and novice behaviors as they interact within the World of Warcraft (WoW). Trend analyses showed clear differences associated with the user’s level of expertise. In addition, significant differences were found in variables associated with social and spatial attunement to WoW across three points in time. Based on these findings, researchers discuss implications associated with 21st century skills, broader educational applications of these findings, and future avenues for research.
Educational Technology Research and Development, Dec 2008
Educational learning environments have changed dramatically in the last 20 years. Advances in tec... more Educational learning environments have changed dramatically in the last 20 years. Advances in technology have enabled the World Wide Web and a sundry of other tools. In response, many researchers have argued that one way to understand learning in a complex world is to examine user interactions within Massively Multiplayer Online Games (MMOGs) [Gee (2003). What video games have to teach us about learning and literacy. New York: Palgrave/St. Martin's; Squire (2003). Educational Researcher, 35(8), 19–29; Young, Schrader, & Zheng, 2006]. However, few empirical investigations have explored MMOGs as a context for learning. As a result, a 20-item, Likert-type instrument was administered to 2140 participants who actively play MMOGs. Items were designed to measure players’ gaming experiences as they developed requisite skill sets and learned game content. Specifically, this investigation examined how participants’ age ranges and levels of expertise relate to behaviors, strategies, and skills exhibited with an MMOG environment. Although results are not necessarily conclusive, implications for understanding gaming expertise in contemporary educational environments are discussed.
Previous research demonstrates specific relationships between personality traits and general acad... more Previous research demonstrates specific relationships between personality traits and general academic performance. In addition, research studies have demonstrated relationships among personality and variables related to reading fluency (i.e. speed, accuracy, automaticity, and prosody). However, little investigation has examined specific links between personality and reading fluency. The researchers hypothesized that there is a direct relationship between personality and reading fluency when accounting for cognitive ability. Findings indicate that the personality trait of openness is a positive predictor of reading fluency ability even when accounting for variance associated with cognitive ability.
With the limited success of social skills training on particularly disruptive behaviors, research... more With the limited success of social skills training on particularly disruptive behaviors, researchers have begun to develop a more holistic approach grounded in temperament research that focuses on supporting underlying traits as they emerge during development. Based on this approach, this column provides a theoretical basis and practical guidelines for implementation, including tools for enhancing practitioner competence.
This paper focuses on bias in the translation of social, emotional, and behavioral tests. Specifi... more This paper focuses on bias in the translation of social, emotional, and behavioral tests. Specifically, the authors address tests developed in the United States (U. S.), but later adapted for use with non-English speakers, and / or individuals who live(d) outside of the United States. Ethics and best practices for use and selection of test translations are described, along with problems endemic to ad-hoc translation. In addition, the authors surveyed publishers to determine what languages and normative data have been made available other than the English version (with U.S. norms). This information is tabulated and presented. The most popular language available was English; normative data was available for English speakers from the United States, Australia, Canada, and the United Kingdom. Spanish was the second most popular, with 12.59% of the tests translated into Spanish (8.3% with norms). These Spanish norms may be general (all Spanish speakers) or specific (e.g., Puerto Rican norms). In addition, country-based norms are described for some tests, but the actual language is not (e.g., there are norms for Spain but it is unclear if the language is Castilian, Basque, Catalan, Galician, or Occitan).
The construct of game experience encompasses two distinct dimensions: experience within a video g... more The construct of game experience encompasses two distinct dimensions: experience within a video game and experience with a video game. For the purposes of this study, the authors focused on prior experience with video games. The construct of prior video gaming experience has been typically defined in terms of time spent playing and operationalized in two distinctly different ways: 1) an estimate of overall time spent playing video games (e.g., single-item measure); or 2) a cumulative estimate of time spent playing split by video game genre (e.g., multiple-item measure). Despite these extant measurement perspectives, a search of the literature did not reveal a rationale for the disparate granularity with which the prior video game experience construct is captured. However, these variations in approach to measuring prior video game experience may impact the findings of game-based research. This study was conceptualized to begin a methodological conversation centering on how construct operationalization could influence study outcomes. A common scale adaptation process was applied to examine whether prior gaming experience measured by a single-item compared to a multiple-item instrument impacted the predicted likelihood of game-based outcomes. Results demonstrated that while both overall and genre-based measures of prior video game experience measures are tenable in gamebased research, genre-based measures appear to yield more clarity for both task-specific and outcome-based research questions.
Pearson now uses a technology-based testing platform, Q-Interactive, to administer tests previous... more Pearson now uses a technology-based testing platform, Q-Interactive, to administer tests previously available in paper versions. The same norms are used for both versions; Pearson's in-house equivalency studies indicated that both versions are equated. The goal of the current study is to independently evaluate equivalency findings. For the current study, equivalency was measured using the three-part test set forth by American Psychological Association in 1986. First, the researchers examined rank order similarity; then, they examined mean score similarity; and finally, they examined score-distribution similarity. One of these equivalency standards (rank order similarity) was not met, and one other standard is debatable (mean score similarity); therefore, the authors noted concerns about the use of Peabody Picture Vocabulary Test, Fourth Edition Q-Interactive for preschoolers. New normative data should be collected.
K E Y W O R D S equivalency, Q-interactive, technology-based testing, validity
International Journal of Gaming and Computer-Mediated Simulations, 2019
The current pilot study examined how well a reflective moral-choice video game predicted the rati... more The current pilot study examined how well a reflective moral-choice video game predicted the rating scale scores of aggression types. To begin, the authors used a coding system to examine in-game proactive and reactive behaviors. This analysis resulted in a tallied score for each construct. These game-based scores were then included in regression models, examining how well within-game behaviors predict scores on a pre-existing rating scale of both proactive and reactive aggression. Findings indicated that game-based proactive scores were not predictive of proactive aggression ratings; however, reactive game-based scores were predictive of reactive aggression ratings. Implications for these findings are discussed.
Teachers commonly use behavioral logs as a primary method for controlling classroom behavior, but... more Teachers commonly use behavioral logs as a primary method for controlling classroom behavior, but frequently they are using these logs incorrectly. For this reason, this article provides specific information on how to correctly use behavioral logs for techniques such as check-in/check-out, behavioral report cards, and token economies. Each of these are described in terms of empirical support for their use and how they would be integrated into a positive behavioral and intervention support model. Concrete examples are provided for school-based practitioners to use when working with their own students.
Researchers investigated the diagnostic utility of the Social Skills Improvement System: Performa... more Researchers investigated the diagnostic utility of the Social Skills Improvement System: Performance Screening Guide (SSIS-PSG). Correlational, regression, receiver operating characteristic (ROC), and conditional probability analyses were run to compare ratings on the SSIS-PSG subscales of Prosocial Behavior, Reading Skills, and Math Skills, to report card grades for conduct, reading, and math, respectively. Respective subscales were all statistically significantly correlated with one another. In addition, all regressions indicated significant predictions for the SSIS-PSG to respective report card grades. ROC analyses for SSIS-PSG Math with math grades and SSIS-PSG Reading with reading grades were statistically significant and described as fair. ROC analysis for SSIS-PSG Prosocial Behavior with conduct grades was not significant and described as poor. In a conditional probability analysis, the variable of concern for screeners concerns false negative ratios; all estimates for this fell within the targeted range.
Many teachers report using behavioral management charts in their classrooms as a means of managin... more Many teachers report using behavioral management charts in their classrooms as a means of managing student behaviors , but little is known about exactly what behaviors teachers are charting, or specifically how. Misunderstanding over how real-world teachers maintain behavioral charts may cause miscommunication between the teacher and the school psychologist. This study sought to determine how teachers collect and track behavioral data. Researchers examined behavior-al charts used by teachers in a Title I elementary school that reported using Positive Behavioral Intervention Supports (PBIS). Researchers evaluated charts for ten classrooms (~150 students) and compared the type of data collected by each teacher for each child. Findings indicated that teachers either used no system, their own systems, or a computer-based system (Class Dojo) for charting behavior. An analysis of each of these systems found that Class Dojo provided significantly more data (positive and negative notations) in general, as well as more reliable data than any other system reviewed. Discussions of these findings within a PBIS framework, as well as general concerns about the computer-based system, are provided.
In 1991, Bracken and Barona wrote an article for School Psychology International focusing on stat... more In 1991, Bracken and Barona wrote an article for School Psychology International focusing on state of the art procedures for translating and using tests across multiple languages. Considerable progress has been achieved in this area over the 25 years between that publication and today. This article seeks to provide a more current set of suggestions for altering tests originally developed for other cultures and/or languages. Beyond merely describing procedures for linguistic translations, the authors provide suggestions on how to alter, use, and review tests as part of a cultural-linguistic adaptation process. These suggestions are described in a step-by-step manner that is usable both by test adapters and by consumers of adapted tests.
Digital environments, serious games, video-games, and game-based simulations continue to expand a... more Digital environments, serious games, video-games, and game-based simulations continue to expand as foundations (e.g. Quest2Learn schools in New York City and Chicago) and adjuncts (e.g. River City, Whyville, Civilization) to pre-college level curriculum and learning. However, studies examining the psychology of learning from, with and within game-based settings have remained largely atheoretical. Both private and public funders of game-based learning have recognized this situation. Further, it has compromised the development of psychological theory which with to account for learning via gameplay as influenced by factors such as gender, developmental level, motivation for learning, socioemotional factors, and specific content/skill targeted for instruction (Connected Learning, 2013; NSF Task Force on Cyberlearning, 2008). Accordingly, the goal of this special issue is to provide readers with a strong research base framework that advances and integrates the psychology of learning (cognitive, behavioral, cultural and socioemotional) with emerging theoretical perspectives of game-based learning from different approaches that involve the science of learning, pathways of influence, playful learning and connected learning.
A behavioral observation methodology was employed in this study to examine how social behavior un... more A behavioral observation methodology was employed in this study to examine how social behavior unfolds within a virtual environment and to identify what might perpetuate this behavior. Partial interval recording sampling was used to code social interactions (Socio-Spatial Interactivity and Social Presence)
that occurred between experienced World of Warcraft players during their game play. Given the bidirectional nature of social interactions, Socio-Spatial Interactivity and Social Presence variables (Affective Association, Community Cohesion, Interaction Intensity, and Knowledge & Experience) were employed as both dependent and independent variables in two separate sets of regression analyses. Findings suggest that a positive feedback loop exists between Socio-Spatial Interactivity and Social Presence. Based on these findings, the researchers discuss implications for designers and end-users of virtual environments.
Given the active and authentic nature of Massively-Multiplayer Online Games, researchers have beg... more Given the active and authentic nature of Massively-Multiplayer Online Games, researchers have begun to question the use of this virtual setting as a teaching / learning tool (Barab et al., 2010; Squire, 2006). Specific findings in virtual environments show that several personal factors mediate an individual’s experiences within that environment (Przybylski, Rigby, & Ryan, 2010). Although physical-world research has focused on the personal factor of personality and its influence on learning (Caprara et al., 2011; Furnham, Chamorro-Premuzic, & McDougall, 2003; Gallagher, 1996; Olesen, Thomsen, Schnieber & Tønnesvang, 2010), very little research on personality within virtual settings has been conducted. Thus, it is important to explore more about personality changes between individuals and their avatars in virtual settings. Findings from the current study show statistically different personality score for individuals and their avatars across all domains of the Five-Factor Model. However, for three of the domains, Neuroticism, Openness, and Conscientiousness, consistent patterns of difference existed. Overall implications for these findings are discussed.
Several factors contribute to an individual’s experiences in computer-based environments. Previou... more Several factors contribute to an individual’s experiences in computer-based environments. Previous research shows one such factor, the degree to which users feel connected to a virtual environment, influ- ences the actions of individuals within the environment (Banos et al., 2008; Welch, 1999). Additional factors, such as people’s personality and the personality of their avatar, influence behaviors in virtual environments (McCreery, Krach, Schrader, & Boone, 2012). The current study focused on the role of presence as it affects behavior within the virtual environment. Presence has been defined as the psychological state where virtual experiences feel authentic. However, the degree to which presence acts as a mediating variable in virtual environments is not well understood. The current study employed a combination of survey instruments and direct observation to explore the relationships among personality of self and avatar, presence, and behaviors within a virtual environment. Findings indicated that participant scores in the domain of agreeableness were a significant predictor of agreeable behavior in the virtual environment. However, with the exception of negative effects (e.g., dizziness), presence does not appear to influence behavior. Overall implications for these findings are discussed.
Although researchers have discussed the existence of a virtual self, or embodiment of human chara... more Although researchers have discussed the existence of a virtual self, or embodiment of human characteristics within an avatar, little known about how the virtual self influences a player’s behavior within a virtual environment. To better understand this relationship, World of Warcraft game players were asked to complete personality-rating scales for both themselves and their avatars. In addition, in-world behavior was recorded and then analyzed using a behavioral assessment checklist. Results suggested a relationship between personality and behavior within the domain of agreeableness. Based on these findings, the researchers discuss implications for the construct known as the virtual self, as well as the inclusion of psychological systems design into the overall game design process.► We examine the relationship between personality and behavior in a virtual environment (VE). ► The emergence of a virtual self as a psychological component of VE software appears to exist. ► Results indicate a relationship along the domain of agreeableness.
There is a substantial and growing interest in immersive virtual spaces as contexts for 21st cent... more There is a substantial and growing interest in immersive virtual spaces as contexts for 21st century skills like problem solving, communication, and collaboration. However, little consideration has been given to the ways in which users become proficient in these environments or what types of target behaviors are associated with 21st century skills. As a result, this exploratory study (n = 16) applied systematic direct observations to examine differences in expert and novice behaviors as they interact within the World of Warcraft (WoW). Trend analyses showed clear differences associated with the user’s level of expertise. In addition, significant differences were found in variables associated with social and spatial attunement to WoW across three points in time. Based on these findings, researchers discuss implications associated with 21st century skills, broader educational applications of these findings, and future avenues for research.
Educational Technology Research and Development, Dec 2008
Educational learning environments have changed dramatically in the last 20 years. Advances in tec... more Educational learning environments have changed dramatically in the last 20 years. Advances in technology have enabled the World Wide Web and a sundry of other tools. In response, many researchers have argued that one way to understand learning in a complex world is to examine user interactions within Massively Multiplayer Online Games (MMOGs) [Gee (2003). What video games have to teach us about learning and literacy. New York: Palgrave/St. Martin's; Squire (2003). Educational Researcher, 35(8), 19–29; Young, Schrader, & Zheng, 2006]. However, few empirical investigations have explored MMOGs as a context for learning. As a result, a 20-item, Likert-type instrument was administered to 2140 participants who actively play MMOGs. Items were designed to measure players’ gaming experiences as they developed requisite skill sets and learned game content. Specifically, this investigation examined how participants’ age ranges and levels of expertise relate to behaviors, strategies, and skills exhibited with an MMOG environment. Although results are not necessarily conclusive, implications for understanding gaming expertise in contemporary educational environments are discussed.
Previous research demonstrates specific relationships between personality traits and general acad... more Previous research demonstrates specific relationships between personality traits and general academic performance. In addition, research studies have demonstrated relationships among personality and variables related to reading fluency (i.e. speed, accuracy, automaticity, and prosody). However, little investigation has examined specific links between personality and reading fluency. The researchers hypothesized that there is a direct relationship between personality and reading fluency when accounting for cognitive ability. Findings indicate that the personality trait of openness is a positive predictor of reading fluency ability even when accounting for variance associated with cognitive ability.
With the limited success of social skills training on particularly disruptive behaviors, research... more With the limited success of social skills training on particularly disruptive behaviors, researchers have begun to develop a more holistic approach grounded in temperament research that focuses on supporting underlying traits as they emerge during development. Based on this approach, this column provides a theoretical basis and practical guidelines for implementation, including tools for enhancing practitioner competence.
This paper focuses on bias in the translation of social, emotional, and behavioral tests. Specifi... more This paper focuses on bias in the translation of social, emotional, and behavioral tests. Specifically, the authors address tests developed in the United States (U. S.), but later adapted for use with non-English speakers, and / or individuals who live(d) outside of the United States. Ethics and best practices for use and selection of test translations are described, along with problems endemic to ad-hoc translation. In addition, the authors surveyed publishers to determine what languages and normative data have been made available other than the English version (with U.S. norms). This information is tabulated and presented. The most popular language available was English; normative data was available for English speakers from the United States, Australia, Canada, and the United Kingdom. Spanish was the second most popular, with 12.59% of the tests translated into Spanish (8.3% with norms). These Spanish norms may be general (all Spanish speakers) or specific (e.g., Puerto Rican norms). In addition, country-based norms are described for some tests, but the actual language is not (e.g., there are norms for Spain but it is unclear if the language is Castilian, Basque, Catalan, Galician, or Occitan).
Emotions, Technology, Design, and Learning demonstrates how emotional responses
with and through ... more Emotions, Technology, Design, and Learning demonstrates how emotional responses with and through technology can alter what is being learned and how the content is learned. The design of that technology is inherently linked to those emotional responses. The book addresses emotional design, artificial pedagogical agents, and how the emotions they generate can influence learning. Design features such as emoticons, speech recognition, virtual avatars, robotics, and adaptive computer technologies, all affect the emotional responses from virtual learning. • Addresses the emotional design specific to agent-based learning environments, and reviews the literature in the field of advanced versions of these environments. • Discusses the use of emoticons in online learning. • Provides an historical overview of animated pedagogical agents, and includes evidence-based insights on how to properly use agents in virtual learning environments. • Focuses on the development of a proper architecture of an artificial pedagogical agent to be able to have and express emotions. • Explores how educational robotic activities can divert students’ emotions from internal to external.
Proceedings of 17th International Conference Cognition and Exploratory Learning in Digital Age, 2020
The current study was designed to examine the relationship between cognitive ability and player e... more The current study was designed to examine the relationship between cognitive ability and player experience in shaping how players think within, and acclimate to, video games as complex systems. Specifically, researchers examined the relationship between player's cognitive ability and gameplay outcomes within a video game (i.e., The Deed). Outcomes were evaluated and contrasted after two discrete playthroughs, each lasting approximately 30 minutes. Logistic regression indicated that cognitive ability predicted individual outcomes for both the first and second playthrough, but did not predict growth between playthroughs (i.e., outcome change). Findings are then discussed in terms of an acclimation stage.
Although there is an extensive body of video game research, very few resources exist that outline... more Although there is an extensive body of video game research, very few resources exist that outline the potential for games to provide process-oriented data related to human behavior and learning. The current chapter offers guidance for researchers to extract dynamic, emergent, and complex data from video game contexts, and thus unlock the potential for games to function as performance assessments. This chapter describes how to leverage behavioral observation as a means to examine player interactions that are associated with knowledge acquisition, formative (within-game) activities, and summative (end-game) outcomes. Specifically, through employing a moral-choice video game as an example, we walk though deconstructing the game, defining game elements, and the construction of a behavioral observation protocol. Although some games aren't well-suited for this approach, we provide a framework for how in-game player interactions can be captured, coded, and analyzed. Each step is used to illustrate how games can function as performance assessments.
Children’s socioemotional and behavioral development comprises the foundation for school-based me... more Children’s socioemotional and behavioral development comprises the foundation for school-based mental health services; however, many teachers lack knowledge of specific techniques to help children in these areas (Baker, 1999). The current chapter introduces the use of a common school-based design, Positive Behavioral Interventions and Supports (PBIS; OSEP, 2009), as a vehicle to provide effective socioemotional and behavioral services. In addition, the chapter investigates challenges endemic to integrating technology-based intervention tools into this PBIS framework. Specifically, the authors critique technology-based interventions as well as provide methods to review and critique technology-based, socioemotional and behavioral programs.
Researchers have lauded games for their ability to promote situated activity, problem solving, an... more Researchers have lauded games for their ability to promote situated activity, problem solving, and collaboration (Gee, 2003; Squire, 2006; Steinkuehler, 2007; Young, Schrader, & Zheng, 2006). Unfortunately, the characteristics of games vary widely (e.g., content, graphics, technological affordances). Some games constrain player’s experience to a left to right narrative experience (e.g., Mario Brothers) while others immerse the user in a three-dimensional environment with thousands of peers (e.g., EverQuest). Each game is developed using different paradigms, tools, and underlying models; each provides distinct opportunities for learning (Squire, 2006). However, decades of research has documented that learning benefits are best achieved when we design technology to be closely integrated with objectives for learning and student and teacher interactions (Sawyer, 2006; Schrader, 2008). It follows that effective assessment practices must take pedagogical objectives, environment characteristics, and learning affordances into account. As a result, this chapter examines three separate games, educational activities associated with those games, and the distinct assessment approaches involved. Informed by a learning sciences framework and Schrader’s (2008) model of technology and learning, we examine assessment of knowledge and skill acquisition as a result of learning from game content in BrainAge2, performance assessment and learning with SPORE, and direct observation assessment strategies when exploring the cognitive and behavioral interactions situated in the World of Warcraft. In each example, we outline the salient properties of these games, the pedagogical implications for learning, and the assessment philosophies and practices they imply.
As members of a knowledge society, users must identify, evaluate, and utilize information from a ... more As members of a knowledge society, users must identify, evaluate, and utilize information from a variety of texts, across a sundry of resources. Although these skills are vital for productive citizenship in a post-typographic world, there are few investigations that examine multiple text comprehension in highly complex environments. As a result, this research describes the manner in which gamers engage in multiple text comprehension and intertextual practices within the context of the World of Warcraft. This context is highly complex, rich in information, and supports multiple modes of communication. The literacy skills used by gamers in this environment provide us with a more complete understanding of multiple text comprehension overall and within similar complex environments.
Uploads
K E Y W O R D S equivalency, Q-interactive, technology-based testing, validity
that occurred between experienced World of Warcraft players during their game play. Given the bidirectional nature of social interactions, Socio-Spatial Interactivity and Social Presence variables (Affective Association, Community Cohesion, Interaction Intensity, and Knowledge & Experience) were employed as both dependent and independent variables in two separate sets of regression analyses. Findings suggest that a positive feedback loop exists between Socio-Spatial Interactivity and Social Presence. Based on these findings, the researchers discuss implications for designers and end-users of virtual environments.
hypothesized that there is a direct relationship between personality and
reading fluency when accounting for cognitive ability. Findings indicate that the
personality trait of openness is a positive predictor of reading fluency ability even
when accounting for variance associated with cognitive ability.
K E Y W O R D S equivalency, Q-interactive, technology-based testing, validity
that occurred between experienced World of Warcraft players during their game play. Given the bidirectional nature of social interactions, Socio-Spatial Interactivity and Social Presence variables (Affective Association, Community Cohesion, Interaction Intensity, and Knowledge & Experience) were employed as both dependent and independent variables in two separate sets of regression analyses. Findings suggest that a positive feedback loop exists between Socio-Spatial Interactivity and Social Presence. Based on these findings, the researchers discuss implications for designers and end-users of virtual environments.
hypothesized that there is a direct relationship between personality and
reading fluency when accounting for cognitive ability. Findings indicate that the
personality trait of openness is a positive predictor of reading fluency ability even
when accounting for variance associated with cognitive ability.
with and through technology can alter what is being learned and how the content
is learned. The design of that technology is inherently linked to those emotional
responses. The book addresses emotional design, artificial pedagogical agents,
and how the emotions they generate can influence learning. Design features such
as emoticons, speech recognition, virtual avatars, robotics, and adaptive computer
technologies, all affect the emotional responses from virtual learning.
• Addresses the emotional design specific to agent-based learning environments,
and reviews the literature in the field of advanced versions of these environments.
• Discusses the use of emoticons in online learning.
• Provides an historical overview of animated pedagogical agents, and includes
evidence-based insights on how to properly use agents in virtual learning
environments.
• Focuses on the development of a proper architecture of an artificial pedagogical
agent to be able to have and express emotions.
• Explores how educational robotic activities can divert students’ emotions from
internal to external.