Computer Games in Education Mayer, Richard E
Annual review of psychology,
01/2019, Letnik:
70, Številka:
1
Journal Article
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Visionaries offer strong claims for the educational benefits of computer games, but there is a need to test those claims with rigorous scientific research and ground them in evidence-based theories ...of how people learn. Three genres of game research are (
a
) value-added research, which compares the learning outcomes of groups that learn academic material from playing a base version of a game to the outcomes of those playing the same game with one feature added; (
b
) cognitive consequences research, which compares improvements in cognitive skills of groups that play an off-the-shelf game to the skill improvements of those who engage in a control activity; and (
c
) media comparison research, which compares the learning outcomes of groups that learn academic material in a game to the outcomes of those who learn with conventional media. Value-added research suggests five promising features to include in educational computer games: modality, personalization, pretraining, coaching, and self-explanation. Cognitive consequences research suggests two promising approaches to cognitive training with computer games: using first-person shooter games to train perceptual attention skills and using spatial puzzle games to train two-dimensional mental rotation skills. Media comparison research suggests three promising areas where games may be more effective than conventional media: science, mathematics, and second-language learning. Future research is needed to pinpoint the cognitive, motivational, affective, and social processes that underlie learning with educational computer games.
Mindfulness- and, more generally, meditation-based interventions increasingly gain popularity, effectively promoting cognitive, affective, and social capacities. It is unclear, however, if different ...types of practice have the same or specific effects on mental functioning. Here we tested three consecutive three-month training modules aimed at cultivating either attention, socio-affective qualities (such as compassion), or socio-cognitive skills (such as theory of mind), in three training cohorts and a retest control cohort (N = 332). While attentional performance improved most consistently after attention training, compassion increased most after socio-affective training and theory of mind partially improved after socio-cognitive training. These results show that specific mental training practices are needed to induce plasticity in different domains of mental functioning, providing a foundation for evidence-based development of more targeted interventions adapted to the needs of different education, labor, and health settings.
Perceptual-cognitive skills enable an individual to integrate environmental information with existing knowledge to be able to process stimuli and execute appropriate responses on complex tasks. ...Various underlying processes could explain how perceptual-cognitive skills impact on expert performance, as articulated in three theoretical accounts: (a) the long-term working memory theory, which argues that experts are able to encode and retrieve visual information from long-term working memory more than less experienced counterparts; (b) the information-reduction hypothesis, which suggests that experts can optimize the amount of information processed by selectively allocating their attentional resources to task relevant stimuli and ignore irrelevant stimuli; and (c) the holistic model of image perception, which proposes that experts are able to extract visual information from distal and para-foveal regions, allowing more efficient global-local processing of the scene. In this systematic review, we examine the validity of the aforementioned theories based on gaze features associated with the proposed processes. The information-reduction hypothesis was supported in most studies, except in medicine where the holistic model of image perception garners stronger support. These results indicate that selectively allocating attention toward important task-related information is the most important skill developed in experts across domains, whereas expertise in medicine is reflected more in an extended visual span. Large discrepancies in the outcomes of the papers reviewed suggest that there is not one theory that fits all domains of expertise. The review provides some essential building blocks, however, to help synthesize theoretical concepts across expertise domains.
Public Significance Statement
Perceptual-cognitive skills are linked to superior performance in many professional settings (e.g., radiology, aviation, football). In this systematic review, we show that experts are able to maximize their attention to relevant visual information and optimize performance in specific perceptual-cognitive tasks.
Music training has been recently claimed to enhance children and young adolescents' cognitive and academic skills. However, substantive research on transfer of skills suggests that far-transfer - ...i.e., the transfer of skills between two areas only loosely related to each other - occurs rarely. In this meta-analysis, we examined the available experimental evidence regarding the impact of music training on children and young adolescents' cognitive and academic skills. The results of the random-effects models showed (a) a small overall effect size (d¯=0.16); (b) slightly greater effect sizes with regard to intelligence (d¯=0.35) and memory-related outcomes (d¯=0.34); and (c) an inverse relation between the size of the effects and the methodological quality of the study design. These results suggest that music training does not reliably enhance children and young adolescents' cognitive or academic skills, and that previous positive findings were probably due to confounding variables.
•Music training is thought to improve youngsters' cognitive and academic skills.•Results show a small overall effect size (d¯ = 0.16, K = 118).•Music training seems to moderately enhance youngsters' intelligence and memory.•The design quality of the studies is negatively related to the size of the effects.•Future studies should include random assignment and active control groups.
Summary
A common approach to addressing ability bias is to augment the earnings‐schooling regression with proxies for cognitive and non‐cognitive skills. We evaluate this approach using a factor ...model framework, which allows consistent estimation of the returns to schooling without relying on proxies. The factor model estimators may be viewed as implicitly estimating proxy measurement error and/or accounting for omitted dimensions of ability. A bias decomposition quantifies the contribution of the proxies while the estimated latent skills are used to construct direct tests for their viability. Both sets of results confirm the inadequacy of the proxies in capturing the latent skills.
Aims
Substance use disorders (SUD) are associated with cognitive deficits that are not always addressed in current treatments, and this hampers recovery. Cognitive training and remediation ...interventions are well suited to fill the gap for managing cognitive deficits in SUD. We aimed to reach consensus on recommendations for developing and applying these interventions.
Design, Setting and Participants
We used a Delphi approach with two sequential phases: survey development and iterative surveying of experts. This was an on‐line study. During survey development, we engaged a group of 15 experts from a working group of the International Society of Addiction Medicine (Steering Committee). During the surveying process, we engaged a larger pool of experts (n = 54) identified via recommendations from the Steering Committee and a systematic review.
Measurements
Survey with 67 items covering four key areas of intervention development: targets, intervention approaches, active ingredients and modes of delivery.
Findings
Across two iterative rounds (98% retention rate), the experts reached a consensus on 50 items including: (i) implicit biases, positive affect, arousal, executive functions and social processing as key targets of interventions; (ii) cognitive bias modification, contingency management, emotion regulation training and cognitive remediation as preferred approaches; (iii) practice, feedback, difficulty‐titration, bias modification, goal‐setting, strategy learning and meta‐awareness as active ingredients; and (iv) both addiction treatment work‐force and specialized neuropsychologists facilitating delivery, together with novel digital‐based delivery modalities.
Conclusions
Expert recommendations on cognitive training and remediation for substance use disorders highlight the relevance of targeting implicit biases, reward, emotion regulation and higher‐order cognitive skills via well‐validated intervention approaches qualified with mechanistic techniques and flexible delivery options.
Objective
This study aims to explore the reciprocal associations between personality traits (conscientiousness and openness to experience) and academic achievement in adolescents, using the ...Personality Achievement Saturation Hypothesis (PASH).
Background
Personality traits, especially conscientiousness, and openness, have been identified as strong predictors of academic achievement. The PASH provides a framework for understanding these relationships but has mainly been studied from a unidirectional perspective. This study extends the PASH to examine reciprocal associations and how they vary with different achievement indicators.
Methods
Using large‐scale panel data (N = 6482) of secondary school students in Germany, we applied cross‐lagged panel models and latent change score models to examine the differential reciprocal associations between personality traits (conscientiousness/openness) and academic achievement (school grades/achievement test scores) in language and math over two years from grades 7 to 9.
Results
In line with the PASH, initial levels of conscientiousness were more strongly associated with school grades than with achievement test scores over two years. Simultaneously, prior school grades were more strongly associated with conscientiousness over two years. However, initial levels of openness did not show differential associations with either school grades or achievement test scores over two years. Similarly, prior school grades and achievement test scores were also not differentially associated with openness over two years.
Conclusions
Our findings introduce an innovative lens through which we observe how the PASH can be leveraged to explain the differential reciprocal associations between conscientiousness and academic achievement. Further research is needed to examine if PASH could be similarly extended to disentangle the associations between openness and academic achievement.
•Preschool children’s repeating patterning and spatial skills were related.•Patterning and spatial skills predicted math knowledge at beginning and end of prek.•Theories and standards for early math ...should include pattern and spatial skills.
Because math knowledge begins to develop at a young age to varying degrees, it is important to identify foundational cognitive and academic skills that might contribute to its development. The current study focused on two important, but often overlooked skills that recent evidence suggests are important contributors to early math development: patterning and spatial skills. We assessed preschool children’s repeating patterning skills, spatial skills, general cognitive skills and math knowledge at the beginning of the pre-kindergarten year. We re-assessed their math knowledge near the end of the school year, with complete data for 73 children. Children’s repeating patterning and spatial skills were related and were each unique predictors of children’s math knowledge at the same time point and seven months later. Further, repeating patterning skills predicted later math knowledge even after controlling for prior math knowledge. Thus, although repeating patterning and spatial skills are related, repeating patterning skills are a unique predictor of math knowledge and growth. Both theories of early math development and early math standards should be expanded to incorporate a role for repeating patterning and spatial skills.
We assess life-course changes in how cognitive and noncognitive skills mediate the effect of parental SES on children's academic achievement using data from the Early Childhood Longitudinal ...Study-Kindergarten Cohort. Our results show: (1) the direct effect of parental SES declines while the mediating effect of skills increases over time; (2) cognitive and non-cognitive skills differ in their temporal sensitivities to parental origin; and (3) in contrast to the effect of cognitive skills, the mediating effect of non-cognitive skills increases over time because non-cognitive skills are more sensitive to changes in parental SES. Our results offer insights into the dynamic role skill formation play in status attainment.
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