Journal articles: 'School games'

1

Ritzhaupt, Albert D., Chris Frey, Nate Poling, and Margeaux C. Johnson. "Playing Games in School." International Journal of Gaming and Computer-Mediated Simulations 4, no. 2 (2012): 84–88. http://dx.doi.org/10.4018/jgcms.2012040105.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

McMillan, Ian. "School games ban lifted." Learning Disability Practice 11, no. 2 (2008): 5. http://dx.doi.org/10.7748/ldp.11.2.5.s7.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Anderson-Levitt, Kathryn M. "High School Identity Games." Anthropology Education Quarterly 30, no. 3 (1999): 271. http://dx.doi.org/10.1525/aeq.1999.30.3.271.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Vaidya, Varsha, Jayashree Gothankar, Prasad Pore, Reshma Patil, and Sujata Murarkar. "Green school audit of twenty two schools in Pune city." International Journal Of Community Medicine And Public Health 5, no. 2 (2018): 620. http://dx.doi.org/10.18203/2394-6040.ijcmph20170239.

Full text

Abstract:

Background: The Green school audit is a tool designed to help school communities to audit their use of natural resources. It provides schools with the methodology to become environmental managers by assessing themselves. Green school audit was part of green games initiatives of commonwealth youth games Pune 2008 with objective to carry out environmental audit of schools involving school children. Methods: The programme was carried out from March 2008 to October 2008 as a part of Green Games initiative of Commonwealth Youth Games. Twenty two schools voluntarily participated in this programme. Four medical students per school and one teacher from the Department of Community Medicine were posted per school to train one school teacher and twenty five school children about the audit. Each school was provided with a Green School manual; a do it yourself (DIY) guide that helped students to assess the five key elements that comprises their school’s environment namely air, water, land, energy and waste. Results: 15 schools were in green zone for air audit, 9 schools were in green zone for water audit, 11 schools were in green zone for land audit, 13 schools were in green zone for waste audit and 10 schools were in green zone for energy audit. Conclusions: This assessment helped each participating school to identify where it currently stood and where it should be with regard to the environmental standards prescribed in the manual. This is a learning programme for students helping them to develop environmentally conscious attitudes and ultimately a responsible behavior.

APA, Harvard, Vancouver, ISO, and other styles

5

Chen, Juan, Shuxia Yang, and Bing Mei. "Towards the Sustainable Development of Digital Educational Games for Primary School Students in China." Sustainability 13, no. 14 (2021): 7919. http://dx.doi.org/10.3390/su13147919.

Full text

Abstract:

Despite considerable discussion on the benefits of digital educational games, empirical research on their effectiveness in primary schools in China is limited. This case study aimed to promote the sustainable development of digital educational games in primary schools in China by examining the effect of digital educational games on primary school students’ vocabulary acquisition and ascertaining their perceptions and attitudes toward this approach. Given the purposes of this study, an embedded mixed methods research design was employed. Two Grade 4 classes at a Chinese primary school were recruited in this study. During the quasi-experiment, the experimental class (n = 50) was provided with educational game software, Quizlet, while the control class (n = 50) was taught through a traditional teaching method. The results show that integrating educational games into language education in the primary schools was effective in improving students’ vocabulary acquisition. This study makes a case for further research of digital educational games in language classrooms at a primary level in China. Implications are made regarding the future sustainable implementation of digital educational games in primary schools in China.

APA, Harvard, Vancouver, ISO, and other styles

6

Malek, Andrej, Marjan Ninčević, and Dunja Jurić Vukelić. "The Role of Playing Video Games on School Achievement." Communication Management Review 03, no. 02 (2019): 54–71. http://dx.doi.org/10.22522/cmr20180234.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Sigurðardóttir, Helga Dís Ísfold. "Domesticating Digital Game-based Learning." Nordic Journal of Science and Technology Studies 4, no. 1 (2016): 5. http://dx.doi.org/10.5324/njsts.v4i1.2168.

Full text

Abstract:

This paper analyses the use of digital game-based learning in schools in Norway. It investigates the types of games used in Norwegian schools and how pupils experience this practice. As a result of the increased focus on digital skills in Norwegian education digital game-based learning is widely employed throughout Norway. This paper analyses this usage by way of focus group interviews with a total of sixty-four pupils in four different schools. It draws upon domestication theory, actor-network theory, and the concept of script, and makes use of Latour's assemblage approach.Norwegian schools employ a variety of digital games for learning. Games used at the primary school level seem somewhat simpler in structure than those used a secondary school level. The domestication of digital game-based learning occurs through the construction of complex game-based learning assemblages. Games are applied in school and at home, as group work and as individual assignments, played on PCs and iPads. Pupils generally appreciate this practice, although they point out that digital games may have some shortcomings as teaching tools, and at the same time acknowledge a social stigma. Digital games play several different roles as non-human agents and, while educational games are played by the script, commercial games undergo certain script changes when employed in school settings. The domestication of digital game-based learning is a collective kind of domestication whereby both teachers and pupils engage in a two-way process.

APA, Harvard, Vancouver, ISO, and other styles

8

Eskasasnanda, I. Dewa Putu. "Causes and Effects of Online Video Game Playing among Junior-Senior High School Students in Malang East Java." KOMUNITAS: International Journal of Indonesian Society and Culture 9, no. 2 (2017): 191–202. http://dx.doi.org/10.15294/komunitas.v9i2.9565.

Full text

Abstract:

Science and technology development causes a lot of changes in any fields including the form of popular games among the Junior and Senior High School students in Indonesia.The traditional games that are famous formerly have been replaced by the modern games like online video game.This article discusses the cause and effect of the online video game playing on the Junior and Senior High Schools students in Malang.This study reveal that students play video games online due to peers pressure; and online video games are liked because they are considered more modern, practical, realistic and varied. Initially, students play online video games to relieve the fatigue due to studying at school, but subsequently, they are becoming addicted, and reach a condition that they find it difficult to stop playing games.This condition will directly affect their achievement in school.

APA, Harvard, Vancouver, ISO, and other styles

9

Wilson, Amanda, Thomas Hainey, and Thomas M. Connolly. "Using Scratch with Primary School Children." International Journal of Game-Based Learning 3, no. 1 (2013): 93–109. http://dx.doi.org/10.4018/ijgbl.2013010107.

Full text

Abstract:

Newer approaches such as games-based learning (GBL) and games based-construction are being adopted to motivate and engage students within the Curriculum for Excellence (CfE) in Scotland. GBL and games-based construction suffer from a dearth of empirical evidence supporting their validity as teaching and learning approaches. To address this issue this paper will present the findings of observational research at PE level using Scratch as a tool to construct computer games. A list of criteria will be compiled for reviewing the implementation of each participant to gauge programming proficiency. The study will review 29 games from Primary 4 to Primary 7 level and will present the overall results and results for each individual year. This study will contribute to the empirical evidence in games-based construction by providing the results of observational research across different levels of PE and will provide pedagogical guidelines for assessing programming ability using a games-based construction approach.

APA, Harvard, Vancouver, ISO, and other styles

10

Manesis, Dionysios. "Barriers to the Use of Games-Based Learning in Pre-School Settings." International Journal of Game-Based Learning 10, no. 3 (2020): 47–61. http://dx.doi.org/10.4018/ijgbl.2020070103.

Full text

Abstract:

The main aim of this research is to investigate how teachers perceive the barriers that limit the adoption and implementation of games-based learning in early childhood education on Cyprus. Teachers are working in public and private pre-schools. A 19-item questionnaire was administered to 148 early childhood teachers in Cyprus (78 public pre-school teachers and 70 private pre-school teachers). Factor analysis reveals three types of barriers to the use of games-based learning in early childhood classroom: lack of confidence, lack of support, and lack of equipment. The higher the teachers' self-efficacy in using digital games is, the lower the level of teachers' perception regarding the barrier lack of confidence becomes. Teachers with no frequent use of computer and digital games in the classroom perceive lack of confidence as a major barrier. Public pre-schools teachers have significantly more positive attitudes toward the usefulness of GBL than private pre-schools teachers.

APA, Harvard, Vancouver, ISO, and other styles

11

Szabó, József. "Gamerek az iskolában." Információs Társadalom 18, no. 1 (2018): 120. http://dx.doi.org/10.22503/inftars.xviii.2018.1.8.

Full text

Abstract:

Az elektronikus játékok terjedése többek között a pszichológusok figyelmét is felkeltette, akik a játékfüggőség veszélyeire figyelmeztettek. A felállított hipotézis szerint a játékhasználatnak igen komoly haszna is lehet, segíti az együttműködést, a kommunikációt, új ismereteket is nyújt, de a csapatjátékon keresztül a stratégiai gondolkodást is támogatja. A kutatás arra kereste a választ, hogy a fiatalok milyennek látják a gamerek világát, hogyan ítélik meg a játékok hasznosságát, hogyan viszonyulnak a sporthoz, és mennyiben befolyásolja a játék a tanulmányi eredményeiket. A vizsgálat azt mutatja, hogy a fiúk és a lányok játékhasználata nem tér el jelentősen, a tanulmányi eredmények az intenzív játékhasználat mellett sem romlanak. Ugyanakkor a szabadidő kitöltésében az aktív sportolás is megjelenik, elsősorban a csapatjátékok. A gamerek világa más, mint a mai felnőtteké, és rendkívül sok pozitív, a mindennapi életben hasznosítható részt tartalmaz.   ---  Computer gamers in school  The proliferation of computer games has primarily drawn the attention of psychologists, who warn of the dangers of game addiction. According to our hypothesis computer games might have several advantages; help and cooperation, communication, provide new information, even support the strategic way of thinking through team games. At the focus of this research is how young people see computer games, what advantages they find in them, how computer games help their approach to sports and how playing these games influences their school results. The research shows that there is no significant gender difference in their use of games, and young people’s school results are not affected even if they play games intensively. Moreover, their free time activities involve regular sports, mostly team sports. These young people see the world in a different way and computer games themselves enrich their everyday lives.  Keywords: computer games, school, e-sport, competence

APA, Harvard, Vancouver, ISO, and other styles

12

Bottino, Rosa Maria, Michela Ott, and Mauro Tavella. "Serious Gaming at School." International Journal of Game-Based Learning 4, no. 1 (2014): 21–36. http://dx.doi.org/10.4018/ijgbl.2014010102.

Full text

Abstract:

The concept of Serious Gaming refers to the adoption of classical entertainment games for purposes other than entertainment, including learning and instruction. In this paper the authors report on a Serious Gaming field experiment where typical board games (such as battleship, master mind and domino) were employed with the shifted purpose of triggering and sustaining primary school students' reasoning and logical abilities. The results of the field experiment showed that: 1) there is a strong correlation between school achievement and the ability to play and solve this kind of games and that 2) motivation and engagement in game-based learning tasks is very high, irrespective of the level of achievement of the subjects. Final considerations are drawn about the potential and the opportunity of adopting the considered games to support those reasoning skills that are widely recognized as transversal to any kind of learning and thus deeply affecting overall school performance.

APA, Harvard, Vancouver, ISO, and other styles

13

Sukanto, Petrus Sokibi, and I. Ketut Widhi Adnyana. "GAME EDUKASI RPG SEAL BREAKER MENGGUNAKAN RPG MAKER MV BERBASIS ANDROID." Jurnal Bahasa Rupa 2, no. 1 (2018): 68–79. http://dx.doi.org/10.31598/bahasarupa.v2i1.240.

Full text

Abstract:

Finding insights into the questions for learning exercises is not only found in schools but outside the school environment such as reading books in the library or by utilizing the sophistication of Smartphones. The majority of children are very willing to play games, based on data from Appbrain (2015) shows that the number of games on Google Play are Action Games totaling 17,853, Casual Games 51,458, Puzzle Games 59,283, Game Education only 14,180. By playing an educational game, children can easily remember and discuss problems. The method used is a system approach with Object Oriented that uses AOO (Object Oriented Analysis) and DOO (Object Oriented Design) which are visualized with UML (Unified Modeling Language) and the results obtained from this study are games that are able to combine RPG games by discussing the questions of the junior high school national exams.

APA, Harvard, Vancouver, ISO, and other styles

14

Sokolov, E. S. "Games That Kill Us: Video Games and Violence in the Russian Printed Media Discourse." Sociology of Power 32, no. 3 (2020): 165–88. http://dx.doi.org/10.22394/2074-0492-2020-3-165-188.

Full text

Abstract:

The paper investigates the video game discourse of the Russian state media from 2011 to 2015. Critical discourse analysis serves as a methodological framework for this work, and Foucault’s power/knowledge model is used to explain the logic behind the «grotesque discourses». In the Russian press, video games are described as an instance of inculcation, provoking overintense emotions and forcing individuals to commit symbolic acts impossible from the standpoint of “normal” pedagogy. The paper problematizes the mythologization of violence in video games and identifies the main tropes used to establish the connection between video games and violence (murders) as “natural” and “obvious”. Particular attention is paid to the publications of Aleksandr Minkin, a reporter at “Moskovskij Komsomolets” (“Moscow Komsomol Member”) and one of the most prominent critics of video games, as well as to the media coverage of the first school shooting in Russia (shooting at school № 263 in 2014). It is shown that video games are used in the media discourse as an explanatory principle that allows a shift from the crime to the criminal, to those acts which reveal moral depravity or psychological disorder, and those circumstances which foster criminalism. Pointing to the games helps restore the “normal” connection between social and moral qualities, explaining the crime committed by an honours student from a “good family” as being the result of the depictions of violence in video games affecting the child’s psyche. Video games are also described as a factor in shaping the “digital generation” or “generation of gamers” — odd and politically dangerous. The dangers that games create for both gamers and society in general (the non-distinction between the “real” and the “virtual”, the illusion of a “possible restart”) allow the journalists and experts to insist on strengthening measures of supervision and protection, and expanding legal and medical control.

APA, Harvard, Vancouver, ISO, and other styles

15

Radaković, Tijana, Teodora Glumičić, Dragan Rastovac, and Milinko Mandić. "Educational computer games in primary school." Norma 25, no. 2 (2020): 199–215. http://dx.doi.org/10.5937/norma2002199r.

Full text

Abstract:

We are witnesses of the time when technology is developing fast and finds its way in all spheres of life. The use of computers at school has many advantages and can be used in many ways in teaching. Some of the possibilities are application for practice, motivation of children for new areas of learning, research work, making various multimedia presentations to show their independent work, etc. There are also negative attitudes related to this topic. Through the research in this paper, we want to check whether the presence of technology in our schools is an advantage or not. By applying educational computer games, greater interest can be achieved in children, but on the other hand, we have teaching staff who are afraid of unfamiliarity and changes in the teaching process. As for the subject of this research we can ask the following question: Whether and how often teachers use educational computer games in teaching, as well as what are their views on the application of educational computer games and whether they have enough knowledge to create an educational computer game. The theoretical goal of this research is to increase knowledge about the application of educational computer games in teaching in primary schools. The practical aim is to determine, on the basis of the textbook, the opinions and attitudes of teachers on the use of educational computer games in teaching. The results of the research show that teachers still have negative attitudes towards the use of computers and educational computer games in teaching, while the other part thinks that they would like computers to be used more in teaching but that is not possible because schools are not technically equipped. During the research and analysis, we come to the conclusion that teachers have great aversion towards technology and its application in teaching, although some schools have organized the training of their staff to use some programming languages, they are still very poorly used in teaching.

APA, Harvard, Vancouver, ISO, and other styles

16

Bedi, Krunoslav, and Nikolina Žajdela Hrustek. "Marketing vs. Games in Secondary School." International Journal of Innovation in the Digital Economy 4, no. 3 (2013): 35–50. http://dx.doi.org/10.4018/jide.2013070103.

Full text

Abstract:

Increases of the Internet users have drastically increased the number of media via which companies promote their products. One of such media are computer games. This paper investigates the perception of secondary school students as to the ads appearing in the games as well as their opinions and the experience they have gathered up to now regarding the advertising in the computer games. The first group of students encountered the term advertising and took part as well in creating a computer game intended to be the main advertising media. The second group did not have such experience. Among other things, the making of the computer game dubbed XcarPerformance was described. The results of the research indicated that the way of advertising in the computer and video games should be changed. Previously acquired knowledge and the present experience in advertising played a crucial role in the perception of advertising.

APA, Harvard, Vancouver, ISO, and other styles

17

Zaitseva, Е. А., and A. V. Nuzhdin. "OPPORTUNITIES FOR NATIONAL GAMES USAGE IN SCHOOL." Izvestiya of the Samara Science Centre of the Russian Academy of Sciences. Social, Humanitarian, Medicobiological Sciences 23, no. 78 (2021): 23–27. http://dx.doi.org/10.37313/2413-9645-2021-23-78-23-27.

Full text

Abstract:

In a modern school, at different levels of education, popular systems various elements of physical education can and should be used, which simultaneously allow solving health-improving, developing, and educational tasks. The expediency of including folk outdoor games in the school curriculum is explained by the need to intensify physical activity in the classroom, increase the interest in learning through the use of national games. Different nations’ games have their own distinctive features. The games reflect the way of people life, work, national foundations, ideas about the ideal, social life, and the people history. Folk games allow you to preserve the national flavor of customs, the originality of self-expression of a particular people and convey to the next generations. Folk games have many functions: socio-cultural, educational, entertaining, diagnostic, corrective, communicative, etc. At the same time, the folk game has a powerful resource for educating students to respect the cultural heritage and traditions of the multinational people of the Russian Federation. The article describes some content and methodological aspects of the national games use in school.

APA, Harvard, Vancouver, ISO, and other styles

18

Mikolajewska, Izabela, and Agata Mikolajewska. "Computer Games and Secondary School Students." International Journal of Pedagogy, Innovation and New Technologies 2, no. 2 (2015): 56–63. http://dx.doi.org/10.5604/23920092.1187850.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Wolfe, Joseph. "Assuring Business School Learning With Games." Simulation & Gaming 47, no. 2 (2016): 206–27. http://dx.doi.org/10.1177/1046878116632872.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Seidametova, S. M., L. M. Medzhitova, and F. V. Shcarban. "INFORMATICS IN GAMES FOR ELEMENTARY SCHOOL." Information Technologies in Education, no. 13 (June 28, 2012): 155–62. http://dx.doi.org/10.14308/ite000360.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Sarmantayev, Ayan S., Pirmagambet Ishanov, Kanat Sadykov, Zikirya Abdrakhmanov, Amanbek Imanbetov, and Muhtar Iskakov. "Physical Education in Primary Schools: Cognitive Stimulation, National Active Games and Cultural Background." Space and Culture, India 7, no. 4 (2020): 255–63. http://dx.doi.org/10.20896/saci.v7i4.674.

Full text

Abstract:

This study describes the features of active game-based learning in primary schools. The survey involved 38 national sports coaches and 29 school teachers. Based on previous empirical findings, this study probes whether there is an established opinion about national games in the school curriculum among teachers and experts. Primary school students are offered many techniques to form necessary skills during the execution of physical exercises. The findings demonstrate that different games and competitions are able to expand the social circle of children. In the long run, the relationships between individual tribes and tribal unions became consistent and global. Games and competitions favoured this tendency, contributing to a gradual formation of behavioural norms in people of different generations.

APA, Harvard, Vancouver, ISO, and other styles

22

Khudhair, Assist Inst Nisreen Kadhim. "Investigating Iraqi EFL Intermediate School Teachers' Perceptions toward Using Language Games for Learning English." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 219, no. 1 (2018): 69–90. http://dx.doi.org/10.36473/ujhss.v219i1.501.

Full text

Abstract:

One useful strategy to encourage learning a foreign language is using language games .Using games in language learning is not restricted to any classroom size. Employing games is beneficial for all students since it helps them to view the language as a living means of communication, enables them to try and use it without the feeling of being assessed according to their language skills and at the same time learn useful parts of the language and reinforce knowledge they have already gained.The study aims at investigating Iraqi EFL intermediate school teachers' perceptions toward using language games for learning English. To fulfill the aim of the present study, a sample of (85) EFL intermediate school teachers taken randomly from different schools .To achieve the aim of the study , teachers' questionnaire consists of (43) items is applied as instruments .From the analysis of the data, a t-test analysis shows a statistically significant difference according to teacher perceptions toward using language game. It is recommended to use games since they are very effective especially for the intermediate school and games are helpful for the teacher as a procedure for learning language .

APA, Harvard, Vancouver, ISO, and other styles

23

Derrick, OkinyiDeya, Indoshi, F. C, and Oracha P. "Methods used in Implementing Games programs and their Effects on Academic achievement in Secondary Schools in Rongo Sub-County, Migori County, Kenya." JOURNAL OF SOCIAL SCIENCE RESEARCH 7, no. 1 (2015): 1242–49. http://dx.doi.org/10.24297/jssr.v7i1.6634.

Full text

Abstract:

Generally, it has been established that games are part of non-formal curriculum and they do complement the formal curriculum. However, in secondary schools, games have been treated as second rate. Methods used in implementing of games programs varies from one school to another because of the varied support given and its value in enhancing academic achievement has not been established. The purpose of this study was to investigate the implementation of games and its contribution to students academic achievement in secondary schools in Rongo Sub- County, Kenya. The objective of this study was to determine methods used in implementing games programs in secondary schools in Rongo Sub-County secondary schools and their effects on academic achievement.The study adopted correlation, survey and ex post facto designs. The target population included 50 games teachers, 50 head teachers and 2000 form four students in 50 schools in Rongo Sub-county that sat for the Rongo Sub-County Examinations in the year 2010. Saturated sampling technique was used to select 46 games teachers and 46 head teachers used in the study. Stratified random sampling technique was used to select 700 form four students who were a divided into two equal groups (n=350) named as experimental group and control group. Students questionnaires, games teachers questionnaires, games teachers interview schedules, head teachers interview schedule and an observation schedule for games facilities were used to collect data. Quantitative data was analyzed using descriptive statistics while qualitative data was received in verbatim form, transcribed and reported according to emerging themes. Findings for the study the study further established that academic achievement had some relationship with the level to which a student participated in games programs. It was recommended that school administrations should provide adequate material and support for implementing games and special attention should be given to the academic wellbeing of participants in games since games do contribute to better academic achievement of students.

APA, Harvard, Vancouver, ISO, and other styles

24

Tregaskis, Owen. "Parents and Mathematical Games." Arithmetic Teacher 38, no. 7 (1991): 14–16. http://dx.doi.org/10.5951/at.38.7.0014.

Full text

Abstract:

In an increasingly technological world, parents are becoming more worried about the quality of children's learning of mathematics. Many parents become concerned about their own child's learning and visit the school to discuss the problem with the child's teacher. The result of this discussion is usually that the teacher confirms the parents' anxiety but offers few specific suggetions. If any help is offered. the parents are a ked to make the child practice more of the type of work done in school. This practice is often pitched at such a level that the parent have to do some teaching. At this juncture either the parent become confused because they do not know the method used in school or the child become confused because he or she is taught at home a method different from the one taught in school.

APA, Harvard, Vancouver, ISO, and other styles

25

Charmaraman, Linda, Amanda M. Richer, and Megan A. Moreno. "Social and Behavioral Health Factors Associated with Violent and Mature Gaming in Early Adolescence." International Journal of Environmental Research and Public Health 17, no. 14 (2020): 4996. http://dx.doi.org/10.3390/ijerph17144996.

Full text

Abstract:

We examined how risk level of video games, measured by maturity and violence level, was associated with behavioral health, social impacts, and online social interactions. School-based surveys in two different cohorts assessed self-reported gaming behaviors, health, and social media use. For Study 1, our 700 participants were 52% female and 48% White (mean age 12.7). Middle school students who played the high-risk games reported higher depressive symptoms and problematic internet behaviors, less sleep, more time spent playing games, and higher frequency of checking social media than non-gaming students. Those who played high-risk games were less likely to play alone and to play with strangers than those who played minimal-risk games. For Study 2, our 772 participants were 50% female and 57% White (mean age 12.6). Similar to Study 1, we found that those who played the high-risk games spent significantly more time playing games, were more interactive with other players, and had poorer sleep outcomes than non-high-risk gamers. Additionally, playing high-risk games had significantly different social impacts of gaming compared to less-risky gaming, including spending more money on games, spending less time on homework and with family or skipping meals due to gaming. Mature and violent content of video games and amount of online social interaction associated with gaming play a strong role in behavioral health and social impacts within families. These results can inform guidelines to intervene when problematic behaviors emerge.

APA, Harvard, Vancouver, ISO, and other styles

26

Burkhart, Scott O., Dustin M. Loveland, Troy M. Smurawa, and John Polousky. "Trends in US High School Football Concussion Reporting, 2012-2017." Orthopaedic Journal of Sports Medicine 7, no. 7_suppl5 (2019): 2325967119S0030. http://dx.doi.org/10.1177/2325967119s00304.

Full text

Abstract:

Objectives: Football has been a sport with high concussion rates when examined independently (Rosenthal et al., 2014). Accurately describing injury trends in high school sports is necessary to identify student-athletes at the greatest risk of injury and where potential injury reduction interventions should be focused. With increased reported high school concussion injuries and associated state legislative requirements, increased incidence rates are needed. The purpose of this study was to provide updated high-school football concussion incidence rates. Methods: Data Source and Study Period This study used data from the Rank One Health Injury Surveillance Database (ROH ISD). Data for the current study were analyzed across 6 calendar years (2012 through 2017) from 1,999 high schools. Data from the current study examined high school football concussion data in males ages 14 to 18. The ROH ISD consists of a convenience sample of participating schools from 2012 to 2017. Exposure and injury data represent a convenience sample of US high schools. For the current study, only data provided across all 1,999 high schools were included. All 1,999 high schools included in the current study logged practice and game participation events for each individual athlete participating in football at the respective high school and athletic exposures (AEs) are an accurate representation of rostered athletes participating in either practices or games by age and calendar year. The ROH ISD was deemed Category 4 IRB exempt. Statistical Analysis Injury counts, practice exposures, game exposures, and distributions by event type (practice or game), age, and injury mechanism were examined. Injury rates per 1,000 AEs and injury rate ratios (IRRs) were calculated by event type. Injury proportion ratios (IPRs) were used to examine differences by calendar year. Risk ratios (RRs) were calculated to compare event type by calendar year. All 95% confidence intervals (CIs) not containing 1.0 were considered statistically significant. Results: 997,308 male student-athletes participated in high school football. ATs recorded a total of 14,103 concussions in high school football from a total of 235,134 total injuries across all high school sports. High school football concussions accounted for 6% of all injuries in high school sports from 2012-2017. More concussions occurred in games (51.8%) than practices (48.2%). Decreases were found in annual injury rates for practices in high school football student-athletes from 2012 to 2016 with an increase in 2017. Decreases were found in annual injury rates for games from 2012 to 2016 with an increase in 2017. IPR decreased by year from 2012 to 2016 (with an increase in 2017. IRR and RR comparisons for games versus practices were significant from 2012 to 2017 (Table 1). Conclusion: This study marks the largest epidemiological high school football concussion incidence investigation to date. The findings from this study provide updated high school football concussion incidence rates and provide further evidence of differences in injury rates when comparing practices and games. The higher rates of concussions occurring in games relative to practices emphasize prior trends of injury risk relative to the level of competition. Overall, results highlight a decline in injury rates over time and lower rates of injury compared to prior high school football epidemiological concussion studies. [Table: see text]

APA, Harvard, Vancouver, ISO, and other styles

27

Savita, D., and V. Raji Sugumar. "Correlation of Outdoor Games and Lung Function of School Going Children." International Journal of Trend in Scientific Research and Development Volume-1, Issue-5 (2017): 950–54. http://dx.doi.org/10.31142/ijtsrd2391.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Young, Mark, Melanie Killen, Jennie Lee-Kim, and Yoonjung Park. "Introducing Cool School." International Journal of Game-Based Learning 2, no. 4 (2012): 74–83. http://dx.doi.org/10.4018/ijgbl.2012100105.

Full text

Abstract:

The need to play is primeval in human beings, at least as strong as the urge to fight. While the larger gaming community has traditionally focused on the fairly lucrative potential of exploiting the urge to fight in the form of violent and destructive war games, the “Serious Games” segment has become aware of the power of applying this technology “beyond entertainment” to advance social good. So far most of this work has focused on the areas of civics, health, education and NGO policy advocacy. Relatively little has been explored in the crucial domain of conflict resolution, especially as it pertains to promoting positive social skills in childhood. The authors seek to address this important need by offering a first empirical analysis of the impact that can be had from a new digital game designed to teach conflict resolution to children: Cool School: Where Peace Rules. This enjoyable interactive PC based game has already furnished visible and inspiring evidence of just how games can help children learn not to fight, but rather to negotiate, compromise and consider other perspectives, even at an early age. They hope to inspire further research and reflection in this area, as well as wider distribution of this particular new game.

APA, Harvard, Vancouver, ISO, and other styles

29

Quinn, Robert J., and Lynda R. Wiest. "Reinventing Scrabble with Middle School Students." Mathematics Teaching in the Middle School 5, no. 4 (1999): 210–13. http://dx.doi.org/10.5951/mtms.5.4.0210.

Full text

Abstract:

Which letters of the alphabet occur most often in the English language? Which occur least often? The answers to these questions are essential to code breakers as they attempt to crack complex ciphers (Rosen 1988). This information can also help students understand the structure of language and form strategies when playing word games. The word game described in this article offers a context for integrating mathematics and linguistics and performing statistical analyses. Middle school students enjoy games that allow them to improve their mathematics skills in nonthreatening settings (Braxton et al. 1995). Further, games provide an opportunity for students to work cooperatively and use problemsolving skills (Leonard and Tracy 1993).

APA, Harvard, Vancouver, ISO, and other styles

30

Caniglia, Joanne, and Michelle Meadows. "GPS: Barrier Games." Mathematics Teacher: Learning and Teaching PK-12 114, no. 8 (2021): 633–37. http://dx.doi.org/10.5951/mtlt.2021.0036.

Full text

Abstract:

Growing Problem Solvers provides four original, related, classroom-ready mathematical tasks, one for each grade band. Together, these tasks illustrate the trajectory of learners’ growth as problem solvers across their years of school mathematics.

APA, Harvard, Vancouver, ISO, and other styles

31

Shamma, Fathi Mohsen. "Israeli Primary School Teachers' Attitudes towards Using Digital Educational Games in Classroom: Empirical Study." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 2 (2021): 3293–304. http://dx.doi.org/10.17762/turcomat.v12i2.2388.

Full text

Abstract:

This study investigated the Israeli primary school teachers' attitudes towards using digital educational games in classroom. Through adopting a descriptive analytical approach, the required made sure that the goals of this research. The researcher employed the purposive sampling method for selecting a sample. The selected sample consists from 300female and male primaryIsraeli primary school teachers. Those teachers were selected from 25 primary schools. Those schools are located in the Northern District in Israel. Questionnaire forms were distributed via email to the selected teachers. 288 forms were retrieved. The response rate is 96%. Through the use of the SPSS software, the data collected from the sampled teaches were analysed. The researcher concluded that Israeli primary school teachers show positive attitudes towards using digital educational games in classroom. Such use improves students’ leadership, problem solving and critical thinking skills and raise their self-confidence and academic achievement levels. However, it doesn’t allow instructors to identify the extent of progress achieved by learner. The researcher recommends providing teachers in Israel with professional development courses about modern teaching methods and the significance of employing digital educational games.

APA, Harvard, Vancouver, ISO, and other styles

32

Burkhart, S., C. Ellis, J. Baggett, T. Smurawa, and J. Polousky. "Trends in United States High School Soccer Concussion Reporting from 2012–2017." Archives of Clinical Neuropsychology 34, no. 5 (2019): 740. http://dx.doi.org/10.1093/arclin/acz026.10.

Full text

Abstract:

Abstract Purpose The purpose of this study was to provide updated high school soccer concussion incidence rates by gender and event type. It was hypothesized more soccer injuries occur in females, during games, and that females would have higher injury rates and risk. Methods This study used data from the Rank One Health Injury Surveillance Database (ROH ISD) between 2012–17, from 1,999 high schools in student-athletes ages 14 to 18. This study examined high school soccer concussion incidence rate reporting by Athletic Trainers (ATCs). Injury rates per 1,000 Athletic Exposures, injury rate ratios (IRRs), and risk ratios (RR) were calculated by event type. All 95% confidence intervals (CIs) not containing 1.0 were considered statistically significant. Results A total of 6,669 concussions with an average age of 15.62 (SD=1.26) were reported by ATCs in high school soccer from 2012-17. More concussions occurred in games (4,527; 67.9%) than practices (2,142; 32.1%). During games, males (3.49/1,000 AEs) had lower rates than females (7.78/1,000 AEs). During practice, males (0.52/1,000 AEs) had lower rates than females (0/97/1,000 AEs). Injury risk ratio was higher in games than practices for males (RR=6.71; 95% CI=6.67, 6.75) and females (RR=8.11; 95% CI=8.08, 8.14). Conclusion This study marks the largest epidemiological high school soccer concussion incidence investigation to date. The findings from this study provide updated high school soccer concussion incidence rates and provide further evidence of differences in injury rates when comparing practices and games.

APA, Harvard, Vancouver, ISO, and other styles

33

Mozelius, Peter, Wilfredo Hernandez, Johan Sällström, and Andreas Hellerstedt. "Teacher Attitudes Toward Game-based Learning in History Education." International Journal of Information and Communication Technologies in Education 6, no. 4 (2017): 27–35. http://dx.doi.org/10.1515/ijicte-2017-0017.

Full text

Abstract:

AbstractGame-based learning (GBL) is an emerging field reaching new contexts. Research has reported about students’ rich use of digital games and the learning potential of GBL in traditional school subjects. Digital games have been tested as educational tools in various subjects in Swedish schools during the last decade, in areas such as teaching and learning of history and foreign languages. However, there is a lack of detailed research on attitudes toward the use of GBL in history education.Main aim of the study was to examine and discuss attitudes toward an increased use of digital games in formal history education. Earlier studies have analysed students’ opinions and preferences, but this study has a focus on the teacher perspective and on which design factors are important if digital games should be an alternative for self-learning in history education. The research approach has been qualitative cross-sectional study where secondary school teachers have answered questionnaires with open-ended questions on their view of didactics and the use of GBL in formal education. All selected respondents are registered as professional secondary school history teachers. Furthermore, teachers have described their own gaming habits and their game design preferences.Findings show that a majority of the informants have good knowledge about digital games with historical setting and also a positive attitude toward an increased use of GBL. Secondary school teachers also have a tradition of using various media in their teaching and learning activities and there are neither any regulations against an increased use of digital games. An important aspect of history education, where digital games might not the first choice, is in the description of the main changes and influence of a historical époque. Authors’ recommendation is to use games that can enable tangential learning where the gaming sessions could be seen as appetisers for further and deeper learning.

APA, Harvard, Vancouver, ISO, and other styles

34

Van Nguyen, Huynh, Jiajun Yu, and Ching-I. Teng. "What Factors Determine the Usage of Online Games One Year Later?" International Journal of E-Business Research 12, no. 3 (2016): 17–25. http://dx.doi.org/10.4018/ijebr.2016070102.

Full text

Abstract:

Heavy usage of online games may negatively affect the gamer's health and take a toll on school performance. However, to date, no study has utilized a longitudinal design to identify predictors of heavy usage of online games after a year of play. This study thus refers to relevant theories (e.g., flow theory and habitual theory), investigates potential correlates of game play and examines which correlates predicted the likelihood of a gamer's heavy usage after one year of play. In total, 1,852 online gamers were recruited in the first wave of this two-wave study. The results identify several predictors of heavy usage of online games, including skill and flow, and the findings enable the identification of, and the development of interventions for, individuals likely to be heavy online gamers.

APA, Harvard, Vancouver, ISO, and other styles

35

Fraga-Varela, Fernando, Esther Vila-Couñago, and Ana Rodríguez-Groba. "Serious Games and Mathematical Fluency: A Study from the Gender Perspective in Primary Education." Sustainability 13, no. 12 (2021): 6586. http://dx.doi.org/10.3390/su13126586.

Full text

Abstract:

In recent years, serious games offer great opportunities for learning processes at schools. However, it is unclear whether this type of proposals can offer differentiated answers among the students according to their gender. In this context, the aim of this paper is to know the possible differences that occur in primary school classrooms according to gender, with serious games designed for the development of mathematical fluency, and to examine to what extent these games contribute to the overall school performance. We carried out a quasi-experimental study, including pretest and posttest, without control group and with several experimental groups, and the participation of 284 students from first to fourth grade. The results show that the software benefits boys and girls equally, compared to the previously followed methodology that benefited boys. A clear relation between the results achieved and the performance in the overall students’ grades has also been observed. The conclusions show the potential of serious games in school settings, and the opportunity to approach performance differences based on the gender.

APA, Harvard, Vancouver, ISO, and other styles

36

Vaghetti, Cesar Augusto Otero, Renato Sobral Monteiro-Junior, Mateus David Finco, Eliseo Reategui, and Silvia Silva da Costa Botelho. "Exergames Experience in Physical Education: A Review." Physical Culture and Sport. Studies and Research 78, no. 1 (2018): 23–32. http://dx.doi.org/10.2478/pcssr-2018-0010.

Full text

Abstract:

Abstract Exergames are consoles that require a higher physical effort to play when compared to traditional video games. Active video games, active gaming, interactive games, movement-controlled video games, exertion games, and exergaming are terms used to define the kinds of video games in which the exertion interface enables a new experience. Exergames have added a component of physical activity to the otherwise motionless video game environment and have the potential to contribute to physical education classes by supplementing the current activity options and increasing student enjoyment. The use of exergames in schools has already shown positive results in the past through their potential to fight obesity. As for the pedagogical aspects of exergames, they have attracted educators’ attention due to the large number of games and activities that can be incorporated into the curriculum. In this way, the school must consider the development of a new physical education curriculum in which the key to promoting healthy physical activity in children and youth is enjoyment, using video games as a tool. In this context, the aim is to conduct a brief review of the use of exergames in physical education curriculum, exploring school curriculum, digital culture, and motivation and enjoyment for the learning processes in the video game environment

APA, Harvard, Vancouver, ISO, and other styles

37

Groff, Jennifer, Cathrin Howells, and Sue Cranmer. "Console Game-Based Pedagogy." International Journal of Game-Based Learning 2, no. 2 (2012): 35–54. http://dx.doi.org/10.4018/ijgbl.2012040103.

Full text

Abstract:

The main focus of this research project was to identify the educational benefits of console game-based learning in primary and secondary schools. The project also sought to understand how the benefits of educational gaming could transfer to other settings. For this purpose, research was carried out in classrooms in Scotland to explore learning with games played on games consoles, such as PlayStation, Xbox, and Wii. Interviews were carried out with school leaders, classroom teachers, and students in 19 schools and followed up by a series of lesson observations in four of these schools. Findings include significant impact on students’ performance and engagement, as well as strong support from participating teachers and school leaders.

APA, Harvard, Vancouver, ISO, and other styles

38

DE PAULA, FÁBIO NARDUCHI, and ALEXANDRE DE JESUS PEREIRA. "COOPERATIVE GAMES, BODY AND SCHOOL PHYSICAL EDUCATION." Fiep Bulletin- Online 88, no. I (2018): 138–40. http://dx.doi.org/10.16887/88.a1.30.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Kupperman, Jeff, Jeff Stanzler, Michael Fahy, and Susanna Hapgood. "Games, School and the Benefits of Inefficiency." International Journal of Learning: Annual Review 13, no. 9 (2007): 161–68. http://dx.doi.org/10.18848/1447-9494/cgp/v13i09/45022.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Simpson, Elizabeth, and Frances A. Clem. "Video Games in the Middle School Classroom." Middle School Journal 39, no. 4 (2008): 4–11. http://dx.doi.org/10.1080/00940771.2008.11461638.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Martinie, Sherri. "Families Ask: Games in the Middle School." Mathematics Teaching in the Middle School 11, no. 2 (2005): 94–95. http://dx.doi.org/10.5951/mtms.11.2.0094.

Full text

Abstract:

The purpose of the “Families Ask” department is to help classroom teachers respond to questions commonly asked by caregivers of their students. A commonly asked question will be posed; a rationale for the response will be presented for teachers; and a reproducible page will be offered for duplication and distribution to parents, other caregivers, administrators, or community members—anyone involved in the mathematical education of middle school children.

APA, Harvard, Vancouver, ISO, and other styles

42

Basteck, Christian, and Marco Mantovani. "Cognitive ability and games of school choice." Games and Economic Behavior 109 (May 2018): 156–83. http://dx.doi.org/10.1016/j.geb.2017.12.011.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Devaney, Robert L. "Fractal Patterns and Chaos Games." Mathematics Teacher 98, no. 4 (2004): 228–33. http://dx.doi.org/10.5951/mt.98.4.0228.

Full text

Abstract:

One of the most wonderful ways to introduce students in middle school or secondary school to the beauty and excitement of contemporary mathematics is to involve them in the many variations of the “chaos game” which produces such intriguing fractal patterns as the Sierpinski triangle and the Koch curve.

APA, Harvard, Vancouver, ISO, and other styles

44

Abdullah Hantoosh, Ateka. "Electronic Games and its Relationship to School Violence Among Primary School Students in Salah Al - Din Governorate." Journal of Social Sciences Research, SPI 1 (April 20, 2019): 119–27. http://dx.doi.org/10.32861/jssr.spi1.119.127.

Full text

Abstract:

The current research aims to identify the level of electronic games and its relationship to the behavior of violence among primary school students in the province of Salah Ladin. The researcher relied on descriptive descriptive approach to achieve the objectives of his research. The researcher adopted the tools of her research and extracted the cykometric properties. The tools were applied to a random sample of 100 primary and secondary students after collecting the data and analyzing the data by statistical bag for social sciences (Spss), the researcher reached the following results: 1. There is a level of violent electronic games for primary school students 2. There are statistically significant differences between males and females in the exercise of electronic games, which are in favor of males 3. There is a level of school violence among primary school students 4. There are statistically significant differences between males and females in school violence, which are in favor of males 5. There is a statistically significant relationship between the exercise of electronic games and school violence.

APA, Harvard, Vancouver, ISO, and other styles

45

Sijji Jose and Remya Abraham. "Influence of Chess and Sudoku on Cognitive Abilities of Secondary School Students." Issues and Ideas in Education 7, no. 1 (2019): 27–34. http://dx.doi.org/10.15415/iie.2019.71004.

Full text

Abstract:

The concept of learning and education is undergoing a rapid change. Learning has to be an enjoyable experience for the learners. Learning can be converted into a fun filled activity. Here, comes the role of games in the learning situations in classrooms. Children of all age love playing games all the time. They will enjoy their learning experience if it is done through playing games. Games can be either physical or mental activities or both. The study is an attempt to find out the influence of Chess and Sudoku on cognitive abilities of school students of secondary level. The method chosen for the study is descriptive survey method. The sample for the study comprises of 350 students from various schools in Kottayam District. The statistical measures used for the study are mean, percentage, S.D, and t-test. It was found that Chess and Sudoku players scored high in cognitive abilities test than the non-players. Boys are more interested in playing Chess and Sudoku than girls. CBSE private schools have more players than Govt. aided schools. Also it was found that trained Chess players scored high in cognitive abilities test than the untrained players.

APA, Harvard, Vancouver, ISO, and other styles

46

Fantin, Monica. "Children and games in the school: between landscapes and practices." Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud 13, no. 1 (2015): 195–208. http://dx.doi.org/10.11600/1692715x.13111300914.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Varea, Valeria, and Sithembile Ndhlovu. "Primary school games and play as inclusive/exclusive situations." Ágora para la Educación Física y el Deporte 19, no. 2-3 (2018): 158. http://dx.doi.org/10.24197/aefd.2-3.2017.158-176.

Full text

Abstract:

The purpose of this study was to explore how primary school children include or exclude their peers in play. Two primary schools in Armidale, New South Wales, Australia, participated in this project. Observations and interactional interviews were used to collect data, and a content analysis approach was used for data analysis. Results suggest that participants employed various strategies to exclude some of their peers from play. It was also established that exclusion may be utilised for purposes of establishing or maintaining friendships among children. Findings of this study have implications on the strategies adopted by adults seeking to promote inclusion in children’s play.

APA, Harvard, Vancouver, ISO, and other styles

48

Riyanto, Riyanto, Diyah Aryulina, and Suwarsono Suwarsono. "IDENTIFICATION OF STUDENTS KNOWLEDGE ON LOCAL GAMES AS A BASIS TO DEVELOP ELEMENTARY SCHOOL SCIENCE TEXTBOOK." INTERNATIONAL JOURNAL OF EDUCATIONAL REVIEW 1, no. 2 (2019): 12–18. http://dx.doi.org/10.33369/ijer.v1i2.8836.

Full text

Abstract:

The purpose of this study was to identify student knowledge on local games as a basis to develop science elementary school science textbook containing life skills and local games. Descriptive method with questionnaire as an instrument was used to conduct the study on 2160 elementary school students in Bengkulu Province. The results of the study showed that students’ knowledge related to local games was generally categorized as fair. Student knowledge related to knowledge on traditional games was quite various. Based on the study, the local games to be included in the development of elementary school science textbook were reviewed again. Local games known by most students are used as a basis to begin each chapter or subchapter of the textbook, whereas learning sources known by more than 80% students were implemented as chapter themes.

APA, Harvard, Vancouver, ISO, and other styles

49

Green, Joseph P., Ashley M. Holtzapple, and Lauren McKinley. "Examining Gender Equity in Newspaper Coverage of West-Central Ohio High School Basketball Games." Ohio Journal of Science 116, no. 2 (2016): 9. http://dx.doi.org/10.18061/ojs.v116i2.5136.

Full text

Abstract:

Across eight high school basketball seasons between 2000 and 2010, we investigated the coverage of over 300 high school basketball games and compared the quantity of coverage allotted to boys’ and girls’ teams within two west-central Ohio newspapers. Unlike previous investigations on media coverage of high school sports, we restricted our sample to coverage of actual games and did not include feature articles about individual athletes, coaches, or booster clubs, and we determined article length by counting the number of words used in each article. We found that boys’ games received two to three times the length of coverage of girls’ games. Media coverage of girls’ games was also less likely to include a photograph and tended to begin lower on the sports page. We discuss the potential implications of ignoring girls’ high school athletics within community media.

APA, Harvard, Vancouver, ISO, and other styles

50

Gower, Lily, and Janet McDowall. "Interactive music video games and children's musical development." British Journal of Music Education 29, no. 1 (2012): 91–105. http://dx.doi.org/10.1017/s0265051711000398.

Full text

Abstract:

Interactive music video games are a readily available, mainstream technology but they are not generally seen as educative tools. Nor are they established within school teaching and learning environments. This study investigated children's use of these games from a music education perspective. Nine children, aged 9–11 years, and two specialist music teachers each participated in an individual semi-structured interview. The child participants were drawn from four metropolitan schools and the teachers were from different metropolitan schools. Results indicate that the games may help to develop some music skills and knowledge and that the games are of high interest and importance to students. The music teachers acknowledged the potential of interactive music video games to be incorporated into traditional music curriculum but they each expressed a belief that ideally the technology needs further development, including a greater capacity to compose and create using the programs. These findings suggest that, based on constructivist learning theories, there may be a place for these games in music education.

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'School games'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles