2012
Dr. Alicia Sanchez & Dr. Clint Bowers
GROUND RULES
The Top 10 Research Findings for 2012 have
been decided by us alone.
All papers included have empirical results
 Papers selected not solely based on quality, but on
relevance to this particular conference

In some cases we have not presented all of the
results that were found by these researchers
 We will make our presentation available
 We can’t make the research papers available
 Everything in this presentation has been subject
to our interpretation

Sanchez & Bowers Top 10 of 2012

10
The effects of learning style and gender consciousness
on novice learning in games
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Custom Flash Development to learn programming through game-play
Learning Styles
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Gender Consciousness
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Reduced into diverging & converging via Kolb(not visual etc…..)
Divergers – best at viewing concrete situations with multiple viewpoints
Convergers – best at finding practical uses for ideas and theories
Gender role, traits, and equality
Participants – 122 eighth grade students (59 m, 63 f)
Goals – examine the effects of learning style and gender consciousness
on:
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Comprehension of programming concepts
Project performance
Motivation
WANG, L. & CHEN, M. (2012). THE EFFECTS OF LEARNING STYLE AND
GENDER CONSCIOUSNESS ON NOVICE’S LEARNING FROM PLAYING
EDUCATIONAL GAMES. KNOWLEDGE MANAGEMENT & E-LEARNING: AN
INTERNATIONAL JOURNAL, 4(1), 63-77.
Sanchez & Bowers Top 10 of 2012

10
The effects of learning style and gender consciousness
on novice learning in games
Results:
The convergers comprehended the abstract programming principles
better than the divergers, but the gender consc did not have an effect
 Divergers with low gender consc outperformed high gender consc
divergers on project performance, but both gender consc groups of
convergers performed equally
 High gender consc convergers outperformed high gender consc
divergers on project performance, but low gender consc convergers and
divergers performed equally.
 Intrinsic & extrinsic motivation was similar and positive for all four
groups.
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Discussion – Learning style impacted programming
comprehension, and gender consc impacted project performance
for divergers and convergers differently.
WANG, L. & CHEN, M. (2012). THE EFFECTS OF LEARNING STYLE AND
GENDER CONSCIOUSNESS ON NOVICE’S LEARNING FROM PLAYING
EDUCATIONAL GAMES. KNOWLEDGE MANAGEMENT & E-LEARNING: AN
INTERNATIONAL JOURNAL, 4(1), 63-77.
Sanchez & Bowers Top 10 of 2012

9
o Conducted a meta-analysis of the literature on video
game use and cognitive change
o Included true experiments (n-46) and quasiexperiments (n=72)
o Overall results demonstrated that there is a moderate
to large effect size support the hypothesis that games
can improve information processing.
o Largest results for relatively “basic abilities,” such
as visual processing and auditory processing.
o Smallest was executive functions.
o No consistent effect for game type
o Older learners benefitted more than younger learners.
POWERS, K. L., BROOKS, P. J., ALDRICH, N. J., PALLADINO, M. A., &
ALFIERI, L. (2012). EFFECTS OF VIDEO-GAME PLAY ON INFORMATION
PROCESSING: A META-ANALYTIC INVESTIGATION. PSYCHOMOMIC
BULLETIN & REVIEW, 1-25.
Sanchez & Bowers Top 10 of 2012
Effects of video-game play on information
processing: a meta-analytic investigation
9
o Effects were much stronger for males
o Quasi-experimental effects were stronger than
those from true experiments
o Overall, supports the use of video games being
associated with improved information processing.
o Points out gaps in the existing research.
POWERS, K. L., BROOKS, P. J., ALDRICH, N. J., PALLADINO, M. A., &
ALFIERI, L. (2012). EFFECTS OF VIDEO-GAME PLAY ON INFORMATION
PROCESSING: A META-ANALYTIC INVESTIGATION. PSYCHOMOMIC
BULLETIN & REVIEW, 1-25.
Sanchez & Bowers Top 10 of 2012
Effects of video-game play on information
processing: a meta-analytic investigation
8
Influences of Game Quests on Pupils in Math Learning
My-Pet-My-Quest
Pet-nurturing game as previous research indicated
motivation, and researchers could implement an economic
model of needs-consumption-work
 Taiwanese students report relatively lower positive attitudes
towards math, even though their math performance is high
 Included a quest-delivery mechanism as has been used in
role playing games to guide players to perform tasks –
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Quests provide three elements- objectives, learning tasks and
rewards
 Related to goal orientation
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Researchers implemented a three tiered design process to
include learning & quests within the game
CHEN, Z.; LIAO, C.C.Y.; CHENG, H.N.H.; YEH, C.Y.C.; & CHAN, T.
(2012). INFLUENCES OF GAME QUESTS ON PUPILS’ ENJOYMENT AND
GOAL-PURSUING IN MATH LEARNING. EDUCATIONAL TECHNOLOGY &
SOCIETY, 15(2), 317-327.
Sanchez & Bowers Top 10 of 2012

8
Influences of Game Quests on Pupils in Math Learning
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Participants: 53 Taiwanese 4th grade students – within
subjects design
Question – What are the influences of game quests on
student’s math learning in terms of perception of
enjoyment and goal-pursuing
Findings
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Quests had positive impact
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Quests influenced student’s perceptions including enjoyment, goal
orientation & goal intensity
Quests elicited more active participation & promoted more
enjoyable experiences
Conclusion – Quests whose goals align with learning
objectives are favored by students
CHEN, Z.; LIAO, C.C.Y.; CHENG, H.N.H.; YEH, C.Y.C.; & CHAN, T.
(2012). INFLUENCES OF GAME QUESTS ON PUPILS’ ENJOYMENT AND
GOAL-PURSUING IN MATH LEARNING. EDUCATIONAL TECHNOLOGY &
SOCIETY, 15(2), 317-327.
Sanchez & Bowers Top 10 of 2012

7
The effect of action video game experience on taskswitching.
GREEN, C. S., SUGARMAN, M. A., MEDFORD, K., KLOBUSICKY, E., &
BAVELIER, D. (2012). THE EFFECT OF ACTION VIDEO GAME EXPERIENCE
ON TASK-SWITCHING. COMPUTERS IN HUMAN BEHAVIOR, (28) 984-994.
Sanchez & Bowers Top 10 of 2012
o Continues their line of research on video games and the
enhancement of cognitive/perceptual abilities
o This paper focused on how action video games might lead to
enhanced “task-switching” ability
o Series of 4 small studies:
o First focused on whether experienced action game players
demonstrated an advantage in modality switching (e.g.,
motor vs. voice response) in a response time task
o Results showed the action game players had a smaller
“switch cost”
o Results held for motor and vocal switching
o Second study sought to replicate the effect with a more
cognitive task.
o Results found equivalent advantage for game players
7
The effect of action video game experience on taskswitching.
GREEN, C. S., SUGARMAN, M. A., MEDFORD, K., KLOBUSICKY, E., &
BAVELIER, D. (2012). THE EFFECT OF ACTION VIDEO GAME EXPERIENCE
ON TASK-SWITCHING. COMPUTERS IN HUMAN BEHAVIOR, (28) 984-994.
Sanchez & Bowers Top 10 of 2012
o Third study replicated this effect with a more complex
switching paradigm. The advantage for gamers still held.
o Final study tested whether these games could be used to
“train” non-gamers to reduce task-switching costs.
o Non-gamers were asked to play ~50 hrs of either an
action game or a lab game
o Both groups improved
o Action Game group showed greater decrease
o Overall, these results support the hypothesis that action game
exposure can assist in reducing task-switching costs.
6
Games – Refraction, Hello Worlds & Foldit
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Puzzle games of varying complexity with Foldit being most
complicated by far
Tutorials – Hypotheses
Games with tutorials will exhibit better player engagement and
retention
 Tutorials that present instructions in context will be more
effective
 Tutorials that restrict player freedom improve engagement and
retention (by ensuring the player focuses and must complete the
tutorial)
 Having on demand access to help improves retention
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Online Data methodology – 8 types of tutorials, 3 games,
45,318 total subjects!
ANDERSEN, E.; O’ROURKE, E.; LIU, Y.; SNIDER, R.; LOWDERMILK, J.;
TRUONG, D.; COOPER, S.; & POPOVIC, Z. (2012). THE IMPACT OF
TUTORIALS ON GAMES OF VARYING COMPLEXITY. PAPER PRESENTED AT
CHI’12, AUSTIN, TX.
Sanchez & Bowers Top 10 of 2012

The Impact of Tutorials on Games of Varying Complexity
6
Results
Tutorials were only justified in Foldit (the most complex game)
and not in the other two games whose mechanics might be more
easily discovered through experimentation
 Tutorial context sensitivity improved player engagement in
Foldit (the only game where a tutorial was justified) (players in
Foldit with context sensitive tutorial played 40% more levels and
16% longer)
 Tutorial freedom did not affect player behavior
 On-demand had a negative impact on engagement in Refraction
(only 31% used it) but increased engagement a small amount in
Hello Worlds.
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Discussion – The use of tutorials should be dependent on
complexity of game. The functionality of those tutorials
review these results!
ANDERSEN, E.; O’ROURKE, E.; LIU, Y.; SNIDER, R.; LOWDERMILK, J.;
TRUONG, D.; COOPER, S.; & POPOVIC, Z. (2012). THE IMPACT OF
TUTORIALS ON GAMES OF VARYING COMPLEXITY. PAPER PRESENTED AT
CHI’12, AUSTIN, TX.
Sanchez & Bowers Top 10 of 2012

The Impact of Tutorials on Games of Varying Complexity
5
Peacemaker
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Researchers hypothesized:
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COTS game that allows you to play multiple roles and make
decisions related to those roles within the IsraeliPalenstinian conflict
Practice in the game would reduce the effects of religious
views and political affiliations on decision making to reduce
conflict
Participants: 42 undergrads ages 18-23
Game used in class activity twice in a semester
Randomly assigned to first role (Palestinian President or
Israeli Prime Minister) all played both (Total of 4 plays)
 Randomly assigned to Level Difficulty – Calm vs violent
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GONZALEZ, C.; SANER, L. D.; & EISENBERG, L. Z. (2012). LEARNING TO
STAND IN THE OTHER’S SHOES: A COMPUTER VIDEO GAME EXPERIENCE
OF THE ISRAELI-PALENSTINIAN CONFLICT. SOCIAL SCIENCE COMPUTER
VIEW, SAGE PUBLICATIONS.
Sanchez & Bowers Top 10 of 2012
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Learning to Stand in the Other’s Shoes
5
Results
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Balance (peace) was the goal of the game and most
students did not achieve great balance scores
Role played impacted time spent playing (Palestinian
role > time than Israeli role)
Religion correlated with balance in the first session,
but not the second.
Political affiliation correlated with balance in the first
session, but not the second.
Conclusion – The game intervention mitigated the
initial religious and political views of its players.
GONZALEZ, C.; SANER, L. D.; & EISENBERG, L. Z. (2012). LEARNING TO
STAND IN THE OTHER’S SHOES: A COMPUTER VIDEO GAME EXPERIENCE
OF THE ISRAELI-PALENSTINIAN CONFLICT. SOCIAL SCIENCE COMPUTER
VIEW, SAGE PUBLICATIONS.
Sanchez & Bowers Top 10 of 2012

Learning to Stand in the Other’s Shoes
4
SNS based Gamification
Authors implemented gamification constructs into a social networking
system of a large organization
 The gamification goal was to encourage content contribution
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Points were awarded
 5 points for photo or list
 15 points for comments on profile pages, photos or lists
Badges were awarded
 4 tiers of badges were based on accumulated points
 Badges were displayed on user’s profile page
Leaderboard
 Showing points
For an initial 6 month period half of the user’s had gamification,
other half didn’t and didn’t know it existed. After 6 months
everyone got it. 10 months after initial introduction, it was
completely removed.
Participants – 3486 members who contributed at least one item
of content during a four week analysis period
THOM, J.; MILLEN, D. R.; DIMICCO, J. (2012). REMOVING GAMIFICATION
FROM AN ENTERPRISE SNS. PROCEEDINGS ACM CONFERENCE ON
COMPUTERS SUPPORTING COLLABORATIVE WORK.
Sanchez & Bowers Top 10 of 2012
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Removing Gamification from an Enterprise SNS
4
Results
The gamification construct dramatically increased content
contribution initially, but then decayed.
 New users who could earn points added more content over
the short and long term, but the proportion of new users who
contributed was the same for the gamification Vs non
gamification site users
 The removal of the site significantly impacted the
contribution of data
 Two main types of comments were observed, terse comments
and target of interest comments. After the gamification
construct was removed, the prevalence of the terse comments
(hi!) subsided
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Conclusion – Gamification does motivate some, but not
all. If you’re going to implement, have a plan for
removing!
THOM, J.; MILLEN, D. R.; DIMICCO, J. (2012). REMOVING GAMIFICATION
FROM AN ENTERPRISE SNS. PROCEEDINGS ACM CONFERENCE ON
COMPUTERS SUPPORTING COLLABORATIVE WORK.
Sanchez & Bowers Top 10 of 2012
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Removing Gamification from an Enterprise SNS
3
The relationship between video game use and a
performance-based measure of persistence
VENTURA, M., SHUTE, V., & ZHAO, W. (2012). THE RELATIONSHIP
BETWEEN VIDEO GAME USE AND A PERFORMANCE-BASED MEASURE
OF PERSISTENCE. COMPUTERS IN EDUCATION (60)52-58.
Sanchez & Bowers Top 10 of 2012
• Investigated whether video game experience was related to
increased ability to persist with a difficult task
• Also developed a behavioral test of persistence (anagrams &
riddles) in an attempt to improve upon traditional self-report
measures
• Found a small, but significant relationship between time
dedicated to unsolved problems and self-reported
persistence
• Further validity work needed
• Results also showed that performance-based persistence was
related to video game use.
• Game players dedicated more time to difficult problems
3
The relationship between video game use and a
performance-based measure of persistence
Need for further research to flesh out these results
•
•
Type of video game
Training effects
VENTURA, M., SHUTE, V., & ZHAO, W. (2012). THE RELATIONSHIP
BETWEEN VIDEO GAME USE AND A PERFORMANCE-BASED MEASURE
OF PERSISTENCE. COMPUTERS IN EDUCATION (60)52-58.
Sanchez & Bowers Top 10 of 2012
•
2
Cooperative Vs Competitive Goal Structures in Learning
Games
Acquisition Proposition
Acquisition based diner dash style resource management
game designed to teach which documents were needed when
 Game modified to be cooperative, in which two players could
work together or competitive in which two players tried to
get a higher score
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3 Experiments, 2 versions of game vs text based content
Coop Vs Comp (no instructions for comp)
 Coop Vs Comp (told to compete)
 Coop Vs Comp (Winner gets a $10 iTunes card)
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Participants – 160 Undergraduates 18-22
SMITH, P.A. (2012)
COOPERATIVE VERSUS COMPETITIVE GOAL
STRUCTURES IN LEARNING GAME.
A DISSERTATION SUBMITTED TO
THE UNIVERSITY OF CENTRAL FLORIDA.
Sanchez & Bowers Top 10 of 2012
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2
Cooperative Vs Competitive Goal Structures in Learning
Games
Results
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All game players had significant learning outcomes
In Exp 1 (no instruction to compete), the cooperative group
reported a larger increase in intrinsic motivation.
Exp 2 & 3 saw overall increases in intrinsic motivation.
Winners of all competitive games had higher self efficacy than
losers.
Game winners who won $10 had higher self efficacy than
cooperators in Exp 3.
Conclusion – The use of competition in games is a complex
variable that can have impacts on learning, motivation and
self efficacy. If you want to use it, read this paper!
SMITH, P.A. (2012)
COOPERATIVE VERSUS COMPETITIVE GOAL
STRUCTURES IN LEARNING GAME.
A DISSERTATION SUBMITTED TO
THE UNIVERSITY OF CENTRAL FLORIDA.
Sanchez & Bowers Top 10 of 2012
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1
Gridblocker
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Isometric tile-based puzzle game in which player must move
a block until the block ends up standing over a goal.
Multiple levels of increasing complexity.
3 conditions
Linear – Players get a harder level when they complete the
previous easier level
 Choice – Players choose whether the next level will be easier
or harder than the just completed level
 Adaptive – Uses an algorithm to determine the difficulty of
the upcoming level
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Goal – To test the impact of condition on engagement
Participants – 340 people recruited through Amazon
SHAREK, D. J. (2012). INVESTIGATING REAL-TIME PREDICTORS OF
ENGAGEMENT: IMPLICATIONS FOR ADAPTIVE VIDEO GAMES AND ONLINE
TRAINING. A DISSERTATION SUBMITTED TO NORTH CAROLINA STATE
UNIVERSITY.
Sanchez & Bowers Top 10 of 2012

Investigating Real-Time Predictors of Engagement
1
Initial results indicated that those in the adaptive or choice
conditions did not report significantly:
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Adaptive algorithm analysis:
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Higher engagement
Higher personal affect
Lower levels of cognitive load
Choice players should have played easier levels less often than
they chose
Those in adaptive condition played fewer levels yet achieved
greater difficulty than other conditions. No differences in
length of time played.
Conclusion – Adaptive leveling when done appropriately can
lead to exposure to more challenge (and choice can lead to
players selecting less challenge)
SHAREK, D. J. (2012). INVESTIGATING REAL-TIME PREDICTORS OF
ENGAGEMENT: IMPLICATIONS FOR ADAPTIVE VIDEO GAMES AND ONLINE
TRAINING. A DISSERTATION SUBMITTED TO NORTH CAROLINA STATE
UNIVERSITY.
Sanchez & Bowers Top 10 of 2012

Investigating Real-Time Predictors of Engagement
WANG, L. & CHEN, M. (2012). THE EFFECTS OF LEARNING STYLE AND GENDER CONSCIOUSNESS ON NOVICE’S LEARNING
FROM PLAYING EDUCATIONAL GAMES. KNOWLEDGE MANAGEMENT & E-LEARNING: AN INTERNATIONAL JOURNAL, 4(1),
63-77.
POWERS, K. L., BROOKS, P. J., ALDRICH, N. J., PALLADINO, M. A., & ALFIERI, L. (2012). EFFECTS OF VIDEO-GAME PLAY
ON INFORMATION PROCESSING: A META-ANALYTIC INVESTIGATION. PSYCHOMOMIC BULLETIN & REVIEW, 1-25.
CHEN, Z.; LIAO, C.C.Y.; CHENG, H.N.H.; YEH, C.Y.C.; & CHAN, T. (2012). INFLUENCES OF GAME QUESTS ON PUPILS’
ENJOYMENT AND GOAL-PURSUING IN MATH LEARNING. EDUCATIONAL TECHNOLOGY & SOCIETY, 15(2), 317-327.
GREEN, C. S., SUGARMAN, M. A., MEDFORD, K., KLOBUSICKY, E., & BAVELIER, D. (2012). THE EFFECT OF ACTION
VIDEO GAME EXPERIENCE ON TASK-SWITCHING. COMPUTERS IN HUMAN BEHAVIOR, (28) 984-994.
ANDERSEN, E.; O’ROURKE, E.; LIU, Y.; SNIDER, R.; LOWDERMILK, J.; TRUONG, D.; COOPER, S.; & POPOVIC, Z. (2012).
THE IMPACT OF TUTORIALS ON GAMES OF VARYING COMPLEXITY. PAPER PRESENTED AT CHI’12, AUSTIN, TX.
GONZALEZ, C.; SANER, L. D.; & EISENBERG, L. Z. (2012). LEARNING TO STAND IN THE OTHER’S SHOES: A COMPUTER
VIDEO GAME EXPERIENCE OF THE ISRAELI-PALENSTINIAN CONFLICT. SOCIAL SCIENCE COMPUTER VIEW, SAGE
PUBLICATIONS.
THOM, J.; MILLEN, D. R.; DIMICCO, J. (2012). REMOVING GAMIFICATION FROM AN ENTERPRISE SNS. PROCEEDINGS
ACM CONFERENCE ON COMPUTERS SUPPORTING COLLABORATIVE WORK.
VENTURA, M., SHUTE, V., & ZHAO, W. (2012). THE RELATIONSHIP BETWEEN VIDEO GAME USE AND A PERFORMANCEBASED MEASURE OF PERSISTENCE. COMPUTERS IN EDUCATION (60)52-58.
SMITH, P.A. (2012)
COOPERATIVE VERSUS COMPETITIVE GOAL STRUCTURES IN LEARNING GAME.
DISSERTATION SUBMITTED TO THE UNIVERSITY OF CENTRAL FLORIDA.
A
SHAREK, D. J. (2012). INVESTIGATING REAL-TIME PREDICTORS OF ENGAGEMENT: IMPLICATIONS FOR ADAPTIVE
VIDEO GAMES AND ONLINE TRAINING. A DISSERTATION SUBMITTED TO NORTH CAROLINA STATE UNIVERSITY.