Video game strategies: Better predictors of GPA than homework strategies?
Karla Hamlen, Cleveland State University, United States
Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The purpose of this study was to investigate relationships between strategies students use in video games and strategies they use with homework assignments, and whether or not these are predictors of academic performance in school. 113 children and adults completed an online survey about video game play habits and academics. Two separate multiple regression analyses were conducted to examine a) relationships between video game play strategies and school GPA, and b) relationships between homework strategies and school GPA. Video game strategies were highly related to GPA, while no individual homework strategies were significantly related to GPA, nor was the overall regression model. Results suggest that students’ strategies within video game play may be a valuable predictor of their success in school, possibly because it more directly mirrors real life strategies and attitudes, as opposed to homework completion strategies that may be more teacher- or parent-directed.
Hamlen, K. (2013). Video game strategies: Better predictors of GPA than homework strategies?. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 2115-2117). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE).
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