Developing expertise in video games and in academics: A comparative investigation

ID: 51361 Type: Virtual Paper
  1. Karla Hamlen, Cleveland State University, United States

A broad snapshot of eLearning involves a consideration of video game play and how this informal learning context relates to formal academic learning The purpose of this survey-based study was to determine whether or not there are similarities between the qualities related to expertise or success in academics and the qualities related to expertise in video game play A secondary goal was to investigate whether time spent playing video games related to academic success when other relevant variables were considered 181 undergraduate students took an online survey about their video game play and their academic motivations and GPA A series of regression analyses demonstrated that different qualities relate to success when comparing experts to non-experts in academics and in video game play, and the two contexts are similar to one another but not identical Video game play time was not related to academic outcomes when accounting for other motivational factors

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