| Título: | Learning from Myself: Avatars and Educational Video Games |
| Autores: | Melissa Lewis Hobart; Saginaw Valley State University |
| Fecha: | 2012-08-21 |
| Publicador: | CI: Current issues in education |
| Fuente: |
 |
| Tipo: |
Experimental |
| Tema: |
Mass Communication; Technology avatars, learning, educational video games, social cognitive theory, observational learning, enactive learning, self-efficacy |
| Descripción: | This research explores which conditions for video game play are more effective in producing outcomes such as knowledge retained, involvement, behavioral intention, enjoyment, and self-efficacy. Additionally, given that identification with a model increases positive learning results and given the history of avatar use showing that people tend to idealize themselves in avatar form, expectations are that an ideal-self avatar would yield the greatest learning outcomes, followed by real-self avatar (both conditions that offer extreme identification), and lastly the third-party avatar. Self-efficacy was higher in the enactive condition. The ideal self condition resulted in the highest levels of involvement and enjoyment of game, learning, and avatar, indicating that the ideal-self avatar may have the stronger relationship with these variables. |
| Idioma: | Inglés |
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