Video games in higher education: A cross-sectional study of gaming habits and graduate skills attainment

Barr, M. (2019) Video games in higher education: A cross-sectional study of gaming habits and graduate skills attainment. [Data Collection]

Enlighten Publications URI: http://eprints.gla.ac.uk/id/eprint/141891

Collection description

This study measured the effects of playing commercial video games on the development of the desirable skills and competences sometimes referred to as ‘graduate attributes’. Undergraduate students in the Arts and Humanities were randomly assigned to either an intervention or a control group. Previously validated, self-report instruments to measure adaptability, resourcefulness and communication skill were administered to both groups. The intervention group played specified video games under controlled conditions over an eight week period. A large effect size was observed with mean score change 1.1, 1.15, and 0.9 standard deviations more positive in the intervention group than the control on the communication, adaptability, and resourcefulness scales respectively (p = 0.004, p = 0.002, and p = 0.013 for differences in groups by unpaired t-test). The large effect size and statistical significance of these results support the hypothesis that playing video games can improve self-reported graduate skills. The findings suggest that such game-based learning interventions have a role to play in higher education.

College / School: College of Science and Engineering > School of Computing Science
Date Deposited: 10 Jan 2019 14:17
URI: http://researchdata.gla.ac.uk/id/eprint/725

Available Files

Data

Documentation

Read me

Repository Staff Only: Update this record

Barr, M. (2019); Video games in higher education: A cross-sectional study of gaming habits and graduate skills attainment

University of Glasgow

DOI: 10.5525/gla.researchdata.725

Retrieved: 2019-12-12

Downloads

Downloads per month over past year