Action, strategy-intelligence, role-playing and sport traditional game genres positively predict social problem-solving scores¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Traditional game genres of action (β=.236), strategy-intelligent (β=.173), role-playing (β=.148) and sports (β=.135) significantly and positively predicted children's SPSIC scores. → Yılmaz 2022

Evidence¶

Yılmaz 2022¶

Yılmaz, E., Yel, S., & Griffiths, M. D. (2022). Comparison of children's social problem-solving skills who play videogames and traditional games: A cross-cultural study. Computers & Education. https://doi.org/10.1016/j.compedu.2022.104548

q2 · i? · associational · r2

Multiple regression with traditional game genres predicting SPSIC scores (R=.344, p<.001, R2=.118) in the combined Turkish and British sample; the four named genres were significant positive predictors.

"the traditional game genres of action games (β=.236, SE=.388, p<.001), strategy-intelligent games (β=.17 3, SE=.56 9, p<.001), role -playing games (β=.14 8, SE=.891, p<.01), and sports games (β=.135, SE=.326, p<.01) also predicted children’s SPSIC scores significantly and positively."

Discussion¶

Related Claims¶

• Action and role-playing videogames are most preferred and simulation and puzzle least preferred in both cultures, with culture-specific traditional game preferences — related
• Action-adventure videogames negatively predict social problem-solving scores while simulation, puzzle, serious and educational videogames predict positively — related
• Students in Playworks schools reported better behavior and attention in class after sports, games, and play — related
• British children spend more daily time on videogames while Turkish children spend more on traditional games — related
• Teaching Games for Understanding improves tactical decision-making more than traditional physical education instruction. — related
• Girls' social problem-solving scores exceed boys' overall and in the Turkish sample but not in the British sample — related