Barr, M. (2017) Video games can develop graduate skills in higher education students: a randomised trial. Computers and Education, 113, pp. 86-97. (doi: 10.1016/j.compedu.2017.05.016)
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Abstract
This study measured the effects of playing commercial video games on the development of the desirable skills and competences sometimes referred to as ‘graduate attributes’. Undergraduate students in the Arts and Humanities were randomly assigned to either an intervention or a control group. Previously validated, self-report instruments to measure adaptability, resourcefulness and communication skill were administered to both groups. The intervention group played specified video games under controlled conditions over an eight week period. A large effect size was observed with mean score change 1.1, 1.15, and 0.9 standard deviations more positive in the intervention group than the control on the communication, adaptability, and resourcefulness scales respectively (p = 0.004, p = 0.002, and p = 0.013 for differences in groups by unpaired t-test). The large effect size and statistical significance of these results support the hypothesis that playing video games can improve self-reported graduate skills. The findings suggest that such game-based learning interventions have a role to play in higher education.
| Item Type: | Articles |
|---|---|
| Keywords: | Game studies, game-based learning, graduate attributes, video games. |
| Status: | Published |
| Refereed: | Yes |
| Glasgow Author(s) Enlighten ID: | Barr, Dr Matthew |
| Authors: | Barr, M. |
| Subjects: | L Education > LB Theory and practice of education > LB2300 Higher Education L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education |
| College/School: | College of Arts & Humanities > School of Humanities > Information Studies |
| Journal Name: | Computers and Education |
| Publisher: | Elsevier |
| ISSN: | 0360-1315 |
| ISSN (Online): | 1873-782X |
| Published Online: | 26 May 2017 |
| Copyright Holders: | Copyright © 2017 Elsevier Ltd. |
| First Published: | First published in Computers and Education 113: 86-97 |
| Publisher Policy: | Reproduced under a Creative Commons License |
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