Shortcuts
Top of page (Alt+0)
Page content (Alt+9)
Page menu (Alt+8)
Your browser does not support javascript, some WebOpac functionallity will not be available.
.
Default
.
PageMenu
-
Main Menu
-
Simple Search
.
Preferences
.
.
Member Services
.
Exit Webopac
.
LIBERO Portal Search
.
Catalogo Univ. Pontificia Salesiana
.
EbscoHost
.
Univ. Pontificia Salesiana
.
Search Menu
Simple Search
.
Advanced Search
.
Expert Search
.
Journal Search
.
Refine Search Results
.
New Items Search
.
Bottom Menu
Help
About
.
Languages
Italian
.
English
.
German
.
New Items Menu
New Items Search
.
New Items List
.
© LIBERO v6.4.1sp220816
Page content
You are here
:
Catalogue Display
Catalogue Display
Can cooperative video games encourage social and motivational inclusion of at‐risk students?
.
Bookmark this Record
Catalogue Record 79337
.
Catalogue Information
Catalogue Record 79337
.
Catalogue Information
Field name
Details
Nuova numerazione
79337
Collocazione
UPS BIBL CENTR SL-II-91
Autore
HANGOJ, T.
Titolo
Can cooperative video games encourage social and motivational inclusion of at‐risk students? Parte componente di periodico
Descrizione fisica
pp. 775-799.
Nota generale
Estratto da: British Journal of Educational Technology 2018, 49, 4
Riassunto
Can the challenges encountered in cooperative video games encourage classroom inclusion? And can this experience be translated into curriculum engagement? This study describes a 3 week intervention with game‐based learning activities in eight lower secondary classrooms (n = 190). The intervention combined the use of the co‐op action role‐playing game Torchlight II and analogue gamification aimed at including 32 students challenged by social difficulties and lack of motivation. The video game was used to create more inclusive classrooms by increasing students’ opportunities for participation through collaboration in teams. The students also participated in game‐related Danish (L1) and Mathematics activities. Effects on social well‐being, learning and motivational patterns were measured through teacher assessment combined with the Children's Perceived Locus of Causality‐scales. The results show multidimensional effects including positive impact on at‐risk students’ well‐being and reduced experiences of external regulation to participate in Mathematics and Danish. The qualitative analysis not only confirms the positive findings, but also shows how the intervention created ambiguities surrounding the relationship between game activities and curriculum‐related assignments. The findings indicate that the impact of game‐based classrooms is not due to their fun element, but rather how they enable reframing of social participation and students’ engagement with the curriculum.
Tipo di documento
RICERCA.
Soggetto
TECNOLOGIA.
VIDEOGIOCHI.
INTERNET.
APPRENDIMENTO.
STUDENTI.
DOCENTI.
INTERVENTO.
RISCHIO.
DANIMARCA.
Ambito
Pedagogico
Autore Secondario
LIEBEROTH, A.
MISFELDT,M.
Titolo correlato
British Journal of Educational Technology 2018, 49, 4
Accesso online
https://doi.org/10.1111/bjet.12642
.
ISBD Display
Catalogue Record 79337
.
Tag Display
Catalogue Record 79337
.
Related Works
Catalogue Record 79337
.
Marc XML
Catalogue Record 79337
.
Add Title to Basket
Catalogue Record 79337
.
Catalogue Information 79337
Beginning of record
.
Catalogue Information 79337
Top of page
.
Download Title
Catalogue Record 79337
Export
This Record
As
Labelled Format
Bibliographic Format
ISBD Format
MARC Format
MARC Binary Format
MARCXML Format
User-Defined Format:
Collocazione
Autore Persona
Autore Ente
Autore Congresso
Titolo Uniforme
Titolo Uniforme
Titolo
Pubblicazione
Descrizione fisica
Serie - Contenuto
Contenuto in
Abstract
Parola chiave
Autore secondario Persona
To
File
Email
Quick Search
Search for