Search results for author:"Matthew Ventura"
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Computers & Education Vol. 58, No. 4 (May 2012) pp. 1260–1266
The relationship between video gameplay, video game genre preference, personality, and GPA was investigated in an online correlational study with university students. In addition to administering self-report measures of GPA and personality, we asked ...
Computers & Education Vol. 80, No. 1 (January 2015) pp. 58–67
In this study, we tested 77 undergraduates who were randomly assigned to play either a popular video game (Portal 2) or a popular brain training game (Lumosity) for 8 h. Before and after gameplay, participants completed a set of online tests related ...
Innovations in Education and Teaching International Vol. 44, No. 1 (February 2007) pp. 17–29
This paper argues that the emotional state of students' contributions need to be addressed in an online learning community. If feelings of fear, anger or isolation can lead to withdrawal or conflict then the potential for learning is reduced and a...
Computers & Education Vol. 60, No. 1 (January 2013) pp. 52–58
An online performance-based measure of persistence was developed using anagrams and riddles. Persistence was measured by recording the time spent on unsolved anagrams and riddles. Time spent on unsolved problems was correlated to a self-report...
Journal of Educational Research Vol. 106, No. 6 (2013) pp. 423–430
Digital games are very popular in modern culture. The authors are examining ways to leverage these engaging environments to assess and support student competencies. The authors examine gameplay and learning using a physics game they developed called ...
Vicarious Learning: Effects of Overhearing Dialog and Monologue-Like Discourse in a Virtual Tutoring Session
Journal of Educational Computing Research Vol. 29, No. 4 (2003) pp. 431–450
In two experiments, students overheard two computer-controlled virtual agents discussing four computer literacy topics in dialog discourse and four in monologue discourse. In Experiment 1, the virtual tutee asked a series of deep questions in the...
Modeling how incoming knowledge, persistence, affective states, and in-game progress influence student learning from an educational game
Valerie J. Shute; Sidney D'Mello; Ryan Baker; Kyunghwa Cho; Nigel Bosch; Jaclyn Ocumpaugh; Matthew Ventura; Victoria Almeda
Computers & Education Vol. 86, No. 1 (August 2015) pp. 224–235
This study investigated the relationships among incoming knowledge, persistence, affective states, in-game progress, and consequently learning outcomes for students using the game Physics Playground. We used structural equation modeling to examine...