Playing games in a variety of modes (local and online multiplayer; cooperative and team-based) is associated with higher adaptability and communication scores¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students playing both local and online multiplayer scored more highly on I-ADAPT-M and CAS than other groups, and players engaging both cooperative types showed a U-shaped advantage in adaptability over those playing only team-based shooters. → Matthew Barr 2020

Evidence¶

Matthew Barr 2020¶

Matthew Barr. (2020). A cross-sectional study of video game play habits and graduate skills attainment. Research in Learning Technology. https://doi.org/10.25304/rlt.v28.2326

q2 · i? · associational · r2

Cooperative-play analysis of the survey (Table 1). The article suggests players of a more diverse set of games may be more adaptable, with the relationship most pronounced for adaptability, where mean and median scores exceeded non-players'.

"the violin plots for adaptability (I-ADAPT-M) and communication (CAS and SPCCS) exhibit a slight U-shape in the distribution of median scores across categories, with non-players on the left and those players who engage in both types of cooperative play on the right."

Discussion¶

Related Claims¶

• Self-perceived communication competence and adaptability show small positive correlations with age, while resourcefulness and communicative adaptability do not
• Existing extracurricular video game play habits show no significant relationship with graduate attribute attainment among higher education students
• Single noncollaborative, noncompetitive play shows the largest learning effects, significantly larger than single competitive play
• Non-players generally score better than players on graduate attribute measures, though the difference is very small — related
• CA dimensions add only small explained variance beyond demographics and game play factors — related
• Gamers' collaboration skills are specialized to the game environment and do not straightforwardly transfer to school learning — related
• Participants split between narrative and game play themes, with 6 of 10 mentioning both and the rest mentioning only one, suggesting the ludology–narratology debate may reflect player preferences — related