Int. J. Gaming Comput. Mediat. Simulations最新文献_第10页

Dream Lucidity: Yume Nikki and Learning the Empathy Dreamscape 梦的清醒:尤姆尼基和学习共情梦境

Int. J. Gaming Comput. Mediat. Simulations Pub Date : 2014-07-01 DOI: 10.4018/ijgcms.2014070103

C. Bommarito, Kathryn Dunlap

引用次数: 5

Emotions in Social Computer Games: Relations with Bullying, Aggression, and School Belonging 社交电脑游戏中的情感:与欺凌、攻击和学校归属感的关系

Int. J. Gaming Comput. Mediat. Simulations Pub Date : 2014-07-01 DOI: 10.4018/ijgcms.2014070104

J. F. Mancilla-Caceres, D. Espelage, Eyal Amir

引用次数: 8

Toward a Feature-Driven Understanding of Students' Emotions during Interactions with Agent-Based Learning Environments: A Selective Review 在基于主体的学习环境中，对学生情绪的特征驱动理解:选择性回顾

Int. J. Gaming Comput. Mediat. Simulations Pub Date : 2014-07-01 DOI: 10.4018/ijgcms.2014070102

Jason M. Harley, R. Azevedo

引用次数: 12

An Experiment on Anonymity and Multi-User Virtual Environments: Manipulating Identity to Increase Learning from Online Collaborative Discussion 匿名和多用户虚拟环境实验:操纵身份以增加在线协作讨论的学习

Int. J. Gaming Comput. Mediat. Simulations Pub Date : 2014-04-01 DOI: 10.4018/ijgcms.2014040105

R. Landers, Rachel C. Callan

{"title":"An Experiment on Anonymity and Multi-User Virtual Environments: Manipulating Identity to Increase Learning from Online Collaborative Discussion","authors":"R. Landers, Rachel C. Callan","doi":"10.4018/ijgcms.2014040105","DOIUrl":"https://doi.org/10.4018/ijgcms.2014040105","url":null,"abstract":"Little prior research has empirically examined anonymity in learning. In this study, we manipulated learner identity by experimentally assigning learners to participate in online discussion either anonymously or using their actual name, crossed with learning medium (OpenSim/Second Life vs. real-time chat), with the goal of determining if anonymous discussion in multi-user virtual environments (MUVE) provides unique value to learning (a 2x2 between-subjects design). Results from a quantitative hierarchical multiple regression analysis revealed both main effects: participants who were anonymous scored lower (d = -0.46) and participants discussing in a MUVE scored lower (d = -0.47) on the learning measure without interactive effect, suggesting that anonymizing participants during content-related discussion may reduce learning under certain circumstances. The authors suggest instructors encourage learners to represent themselves authentically in any VEs to maximize learning and also discourage instructors from adopting MUVEs if their only reason to do so is to host synchronous discussion.","PeriodicalId":324395,"journal":{"name":"Int. J. Gaming Comput. Mediat. Simulations","volume":"211 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116752343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 9

The Protagonist and Their Avatar: Learner Characteristics in a Culture of Simulation 主角及其化身:模拟文化中的学习者特征

Int. J. Gaming Comput. Mediat. Simulations Pub Date : 2014-04-01 DOI: 10.4018/ijgcms.2014040103

M. McCreery, S. K. Krach, Amanda Nolen

{"title":"The Protagonist and Their Avatar: Learner Characteristics in a Culture of Simulation","authors":"M. McCreery, S. K. Krach, Amanda Nolen","doi":"10.4018/ijgcms.2014040103","DOIUrl":"https://doi.org/10.4018/ijgcms.2014040103","url":null,"abstract":"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 & Tonnesvang, 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.","PeriodicalId":324395,"journal":{"name":"Int. J. Gaming Comput. Mediat. Simulations","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134085881","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

Preparing Future Teachers: Taking the Perspective of Diverse Learners through Virtual World Role-Play 培养未来教师:透过虚拟世界角色扮演以不同学习者的视角

Int. J. Gaming Comput. Mediat. Simulations Pub Date : 2014-04-01 DOI: 10.4018/ijgcms.2014040102

Danielle Mirliss

引用次数: 3

Avatar Personalization: Towards the Enhancement of Competence Beliefs 化身个性化:迈向能力信念的提升

Int. J. Gaming Comput. Mediat. Simulations Pub Date : 2014-04-01 DOI: 10.4018/ijgcms.2014040101

Cecile M. Foshee, Brian C. Nelson

引用次数: 8

Effects of High-Fidelity Virtual Training Simulators on Learners' Self-Efficacy 高保真虚拟训练模拟器对学习者自我效能感的影响

Int. J. Gaming Comput. Mediat. Simulations Pub Date : 2014-04-01 DOI: 10.4018/ijgcms.2014040104

Heather A. Holbrook, K. Cennamo

{"title":"Effects of High-Fidelity Virtual Training Simulators on Learners' Self-Efficacy","authors":"Heather A. Holbrook, K. Cennamo","doi":"10.4018/ijgcms.2014040104","DOIUrl":"https://doi.org/10.4018/ijgcms.2014040104","url":null,"abstract":"Perceptions of one's ability to perform a task, or self-efficacy, is one aspect of the multifaceted nature of an individual's identity. It is generally accepted that having a high perceived self-efficacy about a certain task can lead to positive performance outcomes. Bandura (1977) has suggested that efficacy influences and expectations can come from four sources: personal performance accomplishments; vicarious experiences; verbal persuasion; and emotional arousal. Trainers and training agencies use a variety of simulations and simulators to provide learners with valuable and necessary training experiences. This mixed methods study explored the influence of one high-fidelity virtual training simulator on the learners' self-efficacy. Participants in this study were recruits enrolled in a law enforcement academy. Data were collected through pre-and post-simulation-use surveys that combined general self-efficacy questions (Schwarzer & Jerusalem, 1995) and task-specific self-efficacy questions (Bandura, 1977, 1997, 2006; Bandura, Adams, Hardy, & Howells, 1980), observations of participants using the simulator, and post simulator interviews. The most prominent theme that emerged from the data was emotional arousal due to the realism of the virtual environment. Emotional arousal seemed to impact both their perceived self-efficacy and task performance; yet, despite the variety of emotional arousal they experienced, the participants perceived their training in the high-fidelity virtual training simulator as valuable.","PeriodicalId":324395,"journal":{"name":"Int. J. Gaming Comput. Mediat. Simulations","volume":"106 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132423991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

Gestural Articulations of Embodied Spatiality: What Gestures Reveal about Students' Sense-Making of Charged Particle Dynamics in a 3D Game World 体现空间性的手势表达:在3D游戏世界中，手势揭示了学生对带电粒子动力学的感知

Int. J. Gaming Comput. Mediat. Simulations Pub Date : 2013-10-01 DOI: 10.4018/ijgcms.2013100102

Lai Har Judy Lee, Yam San Chee

引用次数: 14

Advances in Assessment of Students' Intuitive Understanding of Physics through Gameplay Data 通过游戏数据评估学生对物理的直觉理解的进展

Int. J. Gaming Comput. Mediat. Simulations Pub Date : 2013-10-01 DOI: 10.4018/ijgcms.2013100101

Mario Martinez-Garza, Douglas B. Clark, Brian C. Nelson

引用次数: 14