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Commercial Video Games in School Teaching: Two Mixed Methods Case Studies on Students' Reflection Processes

Frontiers in psychology, 2021-01, Vol.11, p.594013-594013 [Peer Reviewed Journal]

Copyright © 2021 Rüth and Kaspar. ;COPYRIGHT 2021 Frontiers Research Foundation ;Copyright © 2021 Rüth and Kaspar. 2021 Rüth and Kaspar ;ISSN: 1664-1078 ;EISSN: 1664-1078 ;DOI: 10.3389/fpsyg.2020.594013 ;PMID: 33574781

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  • Title:
    Commercial Video Games in School Teaching: Two Mixed Methods Case Studies on Students' Reflection Processes
  • Author: Rüth, Marco ; Kaspar, Kai
  • Subjects: Case studies ; commercial video games ; game-based learning ; guided discovery learning ; Methods ; motivation ; Psychology ; reflection ; Teaching ; video game acceptance ; Video games
  • Is Part Of: Frontiers in psychology, 2021-01, Vol.11, p.594013-594013
  • Description: Commercial video games are popular entertainment media and part of students' media reality. While commercial video games' main purpose is not learning, they nonetheless could and should serve as objects of reflection in formal educational settings. Teachers could guide student learning and reflection as well as motivate students with commercial video games, but more evidence from formal educational settings is required. We conducted two mixed methods case studies to investigate students' reflection processes using commercial video games in regular formal high school teaching. In a double lesson, 29 students of a 10th-grade biology course (Study 1) and 17 students of a 12th-grade advanced course on history (Study 2) played and discussed a commercial video game related to the current curricular topic. We examined the reflection processes of students in terms of their reactions to the teachers' game-related statements and questions. Regarding teachers' statements, students discussed several topics related to game enjoyment and the games' representation of topic-related content. Regarding teachers' questions, students discussed multiple goals in each game, how the games represented topic-related content, and how the games could be appropriate for learning. In Study 2, students additionally discussed emotions, stereotypes, violence, and the narrative related to the digital history game. We found that the discussions provided students opportunities to reflect on their game experiences and the current curricular topic as well as to practice media criticism. We further provide quantitative results on students' perceived topic knowledge, on several facets of their learning motivation, and on their acceptance of video games. Overall, our findings illustrate the educational value of using commercial video games as objects of reflection.
  • Publisher: Switzerland: Frontiers Research Foundation
  • Language: English
  • Identifier: ISSN: 1664-1078
    EISSN: 1664-1078
    DOI: 10.3389/fpsyg.2020.594013
    PMID: 33574781
  • Source: Geneva Foundation Free Medical Journals at publisher websites
    PubMed Central
    ROAD: Directory of Open Access Scholarly Resources
    DOAJ Directory of Open Access Journals
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