Violent video games as exemplary teachers: A conceptual analysis
Violent video games as exemplary teachers: A conceptual analysis
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DOI：
10.1007/s10964-007-9206-2
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发表时间：
2008-02-01
影响因子：
4.9
通讯作者：
Gentile, J. Ronald
中科院分区：
文献类型：
--
作者：
Gentile, Douglas A.;Gentile, J. Ronald
本文从概念和实证的角度分析了学习和教学的一些“最佳实践”，并展示了暴力电子游戏如何有效地利用它们来激励学习者坚持学习和掌握一些技能，解决复杂的问题和不断变化的环境，并尝试不同的身份，直到取得成功。这些教育原则允许产生几个可测试的假设，其中两个用430名小学生（平均年龄10岁），607名青少年（平均年龄14岁）和1441名年龄较大的青少年（平均年龄19岁）的样本进行了测试。研究人员调查了参与者的电子游戏习惯以及他们的攻击性认知和行为。第一个假设是基于这样一个原则，即在不同背景下教授相同基本概念的课程应该具有最高的迁移率。因此，玩多次暴力电子游戏的学生应该比那些玩得少的学生更有可能学会攻击性的认知和行为。第二个假设是基于这样一个原则：在不同的时间里，练习越多，长期学习效果越好。因此，经常玩暴力电子游戏的学生应该比那些在相同时间内玩相同类型游戏但频率较低的学生更有可能学会攻击性的认知和行为。这两种假设都得到了支持。最后，我们描述了教育工作者可以从电子游戏的成功教学和课程设计特征中学到什么。
This article presents conceptual and empirical analyses of several of the "best practices" of learning and instruction, and demonstrates how violent video games use them effectively to motivate learners to persevere in acquiring and mastering a number of skills, to navigate through complex problems and changing environments, and to experiment with different identities until success is achieved. These educational principles allow for the generation of several testable hypotheses, two of which are tested with samples of 430 elementary school children (mean age 10 years), 607 young adolescents (mean age 14 years), and 1,441 older adolescents (mean age 19 years). Participants were surveyed about their video game habits and their aggressive cognitions and behaviors. The first hypothesis is based on the principle that curricula that teach the same underlying concepts across contexts should have the highest transfer. Therefore, students who play multiple violent video games should be more likely to learn aggressive cognitions and behaviors than those who play fewer. The second hypothesis is based on the principle that long-term learning is improved the more practice is distributed across time. Therefore, students who play violent video games more frequently across time should be more likely to learn aggressive cognitions and behaviors than those who play the same types of games for equivalent amounts of time but less frequently. Both hypotheses were supported. We conclude by describing what educators can learn from the successful instructional and curriculum design features of video games.