Educational video games may offer a good platform for learning because they are highly motivating. Studies have already shown that adults can improve visual-spatial abilities through playing video games. This research focuses on whether or not higher cognitive skills can be learned from video games, specifically those associated with map-based wayfinding.
Study 1, a web-based questionnaire study, led to the development of the scales used throughout this project. Sex differences in Study 1 data are discussed, and exploratory analyses for future measure development are reviewed. Study 2, carried out at the same time as Study 1, used a training paradigm manipulating the amount and type of video game exposure provided to non-game-playing adults. Pre- and post-tests consisted of real-world and computer tests of map- and memory-based wayfinding, tests of general visual-spatial skills, and questionnaires derived from Study 1 probing potential correlates of wayfinding (demographic variables, formal map-use training, etc.).
A number of a priori hypotheses related to benefits of game playing were not supported. In addition to discussing these findings and placing them within the current landscape of the literature, I will discuss hypotheses and expected results that were supported, review the development of new measures for possible use in related studies, and discuss future directions for this line of research.
| Identifer | oai:union.ndltd.org:VANDERBILT/oai:VANDERBILTETD:etd-03262011-200344 |
| Date | 14 April 2011 |
| Creators | Verdine, Brian Nicholas |
| Contributors | Georgene L. Troseth, John J. Rieser, Timothy P. McNamara, Daniel T. Levin, Robert M. Hodapp |
| Publisher | VANDERBILT |
| Source Sets | Vanderbilt University Theses |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.library.vanderbilt.edu/available/etd-03262011-200344/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Vanderbilt University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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