Videogame play in class fostered peer competition, peer support, and student attention and immersion¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r3 · q2
Currency · newest study 2018 · checked against its sources 2026-11-01 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? Observations showed students competing against themselves and classmates while also supporting each other with instructions and shared screens. → Vélez-Agosto 2018 q2 i? Observations and interviews indicated students paid more attention and showed immersion during gameplay. → Vélez-Agosto 2018 (2)

Evidence¶

Vélez-Agosto 2018¶

Vélez-Agosto, N. M. & Rivas-Vélez, A. (2018). Benefits and meanings of educating with videogames in a Puerto Rican sixth grade public school classroom. International Journal of Educational Technology, 5(1), 9-19. http://educationaltechnology.net/ijet/

q2 · i? · qualitative · r3

Participant observation in the EG recorded competition (e.g. a student showing her screen saying "Ok, you'll see") and peer support such as giving game instructions; the authors state the game fomented positive interaction between students and that such exchange is important because learning is socially constructed.

"Our qualitative findings showed students engaging in competition and supporting each other during the intervention."

Vélez-Agosto 2018 (2)¶

Vélez-Agosto, N. M. & Rivas-Vélez, A. (2018). Benefits and meanings of educating with videogames in a Puerto Rican sixth grade public school classroom. International Journal of Educational Technology, 5(1), 9-19. http://educationaltechnology.net/ijet/

q2 · i? · qualitative · r3

Observer-as-participant field notes recorded long periods of silence and focused posture during play, interpreted as "careful attention to the game or immersion"; the teacher and director interviews corroborated that students seemed engaged most of the time.

"Our qualitative findings show that students pay more attention to learning through the use of videogames."

Discussion¶

Learner Variables¶

• Collaboration — outcome: instruction changes it
• Social Supports — outcome: instruction changes it

Related Claims¶

• Qualitative findings showed increased student motivation toward English class and learning vocabulary through videogames — related
• Playful embodied robot sessions sustained young children's attention well beyond the planned session length, and children voluntarily invited peers into one-on-one play — related
• Interviewed Spaceteam ESL players said they spoke more English during play, and one said he stopped attending to his nervousness; the authors suggest motivation may explain a non-significant fluency trend — related