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1.
A recent intervention, the Step it UP! game (Galbraith & Normand, 2017), consists of an interdependent group contingency to increase student physical activity. In addition, previous research demonstrated that adult interaction may reinforce physical activity (Larson et al., 2014). We extended research on the Step it UP! game by comparing the effects of no game, Step it UP! game, and Step it UP! game plus adult interaction on the number of steps taken by participants in a third-grade classroom during recess. Overall, 19 of the 25 participants took more steps during the Step it UP! game plus adult interaction compared to the Step it UP! game and no-game recesses. Furthermore, 20 participants preferred the Step it UP! game plus adult interaction. Results suggest that adult interaction can enhance the effects of the Step it UP! game to increase physical activity. 相似文献
2.
Step it up! Using the good behavior game to increase physical activity with elementary school students at recess
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We evaluated the effects of a modified version of the Good Behavior Game (GBG) on the number of steps taken by students during school recess. We divided a class into two teams, and awarded the team with the highest step counts at the end of each game raffle tickets for a school‐wide lottery. The GBG was compared to recess periods without the game using an alternating‐treatments design. Students took more steps while playing the GBG than they did during recess periods without the game. 相似文献
3.
Jessica M. Cheatham Jenny E. Ozga Claire C. St. Peter Gabrielle A. Mesches Jennifer M. Owsiany 《Journal of Behavioral Education》2017,26(3):277-292
Participation in college classrooms remains low, despite evidence that increased participation contributes to better grades. Incorporating active student educational strategies may help combat poor participation. The Good Behavior Game is a tool for improving various behaviors of children and adolescents in schools. However, strategies similar to the Good Behavior Game have not yet been assessed with young adults in college classrooms. We used an alternating treatments design to evaluate effects of a modified version of the Good Behavior Game on participation across three introductory psychology courses at a public university. We collected baseline data on class participation and then compared two variations of the Good Behavior Game—one included delivering a preferred reward to individuals on the winning team and one did not include a reward. Incorporating components of the Good Behavior Game increased class participation with and without a preferred reward, relative to baseline. Students reported preferring the game with a reward relative to the game with no reward and not playing the game. Because class participation has been correlated with better course grades, incorporating features of the Good Behavior Game may be a feasible approach for improving college students’ education. 相似文献
4.
Moon-Soo Lee Young-Hoon Ko Hyoung-Seok Song Ku-Hyung Kwon Hyeon-Soo Lee Min Nam In-Kwa Jung 《Cyberpsychology & behavior》2007,10(2):278-285
As the number of internet users increases, a new game genre using the internet as a networking tool is emerging. Some game genres are regarded as having greater addiction potentials than others. Games and the internet are closely related. We investigated games frequently used by adolescents and classified each of them with the help of game professionals. We also examined internet use patterns to identify relationships between game genre and internet use patterns. 627 middle school and high school students (male 488, female 139) completed questionnaires concerning computer and game use patterns and Korean internet addiction scales. Game genres were divided into eight criteria (simulation, role playing game, web board, community, action, adventure, shooting, and sports). Using Korean internet addiction scales, 627 participants were divided into a normal group (474), a potential risk group (128), and a high-risk group (25). Each group showed significant differences in total internet addiction scores. We classified players into specific game users based upon the game types they most prefer. Role playing game users showed significantly higher internet addiction scores than web board and sports game users. Game and internet addictions are also connected with interpersonal relationship patterns. We suggest that users of some game genre have unique psychological addiction potentials that are different from others and that this influences both game selection and internet use. 相似文献
5.
Evidence of the effects of playing violent video games on subsequent aggression has been mixed. This study examined how playing a violent video game affected levels of aggression displayed in a laboratory. A total of 43 undergraduate students (22 men and 21 women) were randomly assigned to play either a violent (Mortal Kombat) or nonviolent (PGA Tournament Golf) video game for 10 min. Then they competed with a confederate in a reaction time task that allowed for provocation and retaliation. Punishment levels set by participants for their opponents served as the measure of aggression. The results confirmed our hypothesis that playing the violent game would result in more aggression than would playing the nonviolent game. In addition, a Game × Sex interaction showed that this effect was larger for men than for women. Findings are discussed in light of potential differences in aggressive style between men and women. 相似文献
6.
Feasibility of and teacher preference for student‐led implementation of the good behavior game in early elementary classrooms
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Jeanne M. Donaldson Ashley L. Matter Katie M. Wiskow 《Journal of applied behavior analysis》2018,51(1):118-129
The Good Behavior Game (GBG) is a classwide group contingency shown to reduce disruptive student behavior. We examined the feasibility of training young students to lead the GBG in one first‐grade and three kindergarten classes. We also examined teacher preference for teacher‐led GBG, student‐led GBG, or no GBG using a concurrent chains procedure. We successfully trained students in all classes to lead the GBG, and the GBG reduced disruptive behavior regardless of who implemented it. Preference for who implemented the game varied across teachers. Results of this study suggest that students as young as kindergarten age can be trained to implement the GBG and that teacher preference should be taken into account when determining how classwide interventions are to be implemented. 相似文献
7.
Few studies concern cooperative learning in Physical Education (PE). The purpose of this experimental design was to analyze
the role of verbal exchanges (discussions about the game) among peers within teams in a cooperative perspective. The participants
were 17 boys and 13 girls from a French primary school (average age: 9.4 years). They were randomly assigned to two control
and experimental groups. The study examined the effect of verbal exchanges on inter-personal relationships and on shooting
and skill level in a team game of basketball (with adapted rules). Participants were videotaped during the games in the two
groups and during discussions in the case of the experimental group. The experimental design took place during 10 physical
education lessons. The results showed positive effects of discussions within each team on the skill level in the game at the
deferred post-test. On the other hand, no effect was found on inter-personal relationships. These data strengthen previous
findings in the theoretical cooperation framework and in the team sports domain. 相似文献
8.
Jolien Vangeel Kathleen Beullens Leentje Vervoort Nathalie De Cock Wendy Van Lippevelde Lien Goossens 《Media Psychology》2017,20(1):116-143
According to Gray’s reinforcement sensitivity theory, variations in the functioning of two neuropsychological systems, the behavioral approach (BAS) and inhibition (BIS) system, can result in individual differences in personality. Several studies have looked at associations between personality and media use but media research integrating BAS and BIS is scarce. The current cross-sectional survey study (n = 1016) representative for Belgian adolescents investigated associations between BAS and BIS and game use and game engagement in adolescents. Results showed that BAS was positively associated with playing both violent and nonviolent games. BIS was negatively associated with violent game use while it was positively associated with nonviolent games. Also, BAS was positively associated with game engagement. No association was found between BIS and game engagement. Game engagement was shown to mediate the relationship between BAS and playing both violent and nonviolent games. Based on these results, the present study argues that integrating the reinforcement sensitivity theory in media research makes an important contribution to the understanding of the link between personality and game engagement and game use. 相似文献
9.
The lone gamer: Social exclusion predicts violent video game preferences and fuels aggressive inclinations in adolescent players
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10.
以38名大学生和研究生为被试,采用Chicken Game实验范式测量合作行为,考察了单人和双人合作模式游戏后,性别和游戏习惯对玩家在博弈决策中合作行为的影响。结果表明:(1)双人合作模式游戏可以促进玩家在博弈决策中的合作行为;(2)双人合作模式游戏后,男玩家(相比女玩家)在博弈决策中的合作行为更多;(3)玩游戏的习惯影响博弈决策中的合作行为,相比于经常习惯与现实朋友玩游戏和独自玩游戏的玩家,经常习惯与网友玩游戏的玩家在双人合作模式游戏后的合作行为更多。本研究不仅证实了一般学习模型,也证实了亲社会合作类视频游戏可以有效促进博弈决策中的合作行为。 相似文献
11.
We examined college students' participation in a game activity for studying course material on their subsequent quiz performance. Game conditions were alternated with another activity counterbalanced across two groups of students in a multielement design. Overall, the mean percentage correct on quizzes was higher during the game condition than in the no-game condition. 相似文献
12.
Jeffrey Michael Chan Lindsay Lambdin Kimberly Graham Christina Fragale Tonya Davis 《Journal of Behavioral Education》2014,23(2):247-257
Individuals with developmental disabilities have limited opportunities to participate in leisure activities, frequently due to lack of skills. The purpose of the current study was to teach three adults diagnosed with mild intellectual disability to use an iPad in the context of playing the video game Angry Birds. We used an adapted multiple baseline across participants research design to teach the task, which included opening the cover of the iPad, unlocking the device, opening Angry Birds, playing the game, and putting the iPad away. Instruction took place during breaks in a private room at a sheltered workshop. During intervention, participants had access to an activity schedule to aid in completion of the task. In some cases, extra prompts were provided to increase attention to the activity schedule. All three participants showed improvement in the target skill with intervention and gains were sustained during the maintenance phase. 相似文献
13.
人际合作与冲突影响博弈决策的结果评价 总被引:1,自引:0,他引:1
人际合作与冲突是人际互动的两种主要形式, 在人类社会的发展中有着重要作用。脑成像研究表明, 当个体和人类同伴进行博弈时, 选择合作与选择冲突激活脑区的强度有所不同。但目前尚不清楚, 人际合作与冲突如何影响决策选择之后的结果评价过程。本研究采用Chicken Game任务对此问题进行了探讨, 研究记录了22名健康成人被试与人类同伴进行Chicken Game任务时的脑电活动。结果表明, 反馈负波(FRN)和P300不仅受到结果效价的影响, 同时也受到人际合作与冲突的影响。相对于选择冲突, 个体选择合作时, 输钱和赢钱反馈引发的FRN以及P300波幅差异更大。相关分析表明, RA (被试和解对方进攻)反馈引发的FRN波幅与接受该反馈后下一个trials中和解的选择率(以及总的和解率)呈显著的负相关。上述结果表明, 在社会博弈中, 合作增加了个体对博弈结果的预期, 从而引发更大的FRN效应; 并且合作共赢的结果所具有的物质意义与社会意义, 使其诱发更大的P300波幅。 相似文献
14.
15.
Heather M. Zerger Bryon G. Miller Diego Valbuena Raymond G. Miltenberger 《Journal of applied behavior analysis》2017,50(3):529-537
The purpose of this study was to evaluate the effects of student pairing and feedback during recess on children's step counts. During baseline, participants wore a sealed pedometer during recess. During intervention, we paired participants with higher step counts with participants with lower step counts. We encouraged teams to compete for the highest step count each day and provided feedback on their performance during each recess session. Results showed a large mean increase in step count from baseline to intervention. These results suggest that children's steps during recess can be increased with a simple and cost‐effective intervention. 相似文献
16.
In the present study, we examined whether note-taking as a memory aid may provide a naturalistic example of intentional forgetting. In the first experiment, participants played Concentration, a memory card game in which the identity and location of pairs of cards need to be remembered. Before the game started, half of the participants were allowed to study the cards, and the other half made notes that were then unexpectedly taken away. No significant differences emerged between the two groups for remembering identity information, but the study group remembered significantly more location information than did the note-taking group. In a second experiment, we examined whether note-takers would show signs of proactive interference while playing Concentration repeatedly. The results indicated that they did not. The findings suggest that participants adopted an intentional-forgetting strategy when using notes to store certain types of information. 相似文献
17.
We examined the problem-solving behaviors that 5th, 6th, and 7th graders used to negotiate a novel recreational video game. Students were characterized as frequent or infrequent players and instructed to think aloud during game play for 20 consecutive minutes. Comments were used to make inferences about the students' problem-solving behaviors while playing. These comments were then linked to game performance. Among all students, the greatest number of comments concerned their actions and game events at a given point in game play. Females made greater reference to strategies for game play and process goals whereas males made greater reference to their evaluations of the game and when they reached an impasse. Among 5th graders, reference to impasse and rules for game play was linked to better game performance; among 7th graders, reference to insight about how to enact a specific move or circumvent an impasse was related to better performance. 相似文献
18.
For effective child education, playing games with a social robot should be motivating for a longer period of time. One aspect that can affect the motivation of a child is the difficulty of a game. The game should be perceived as challenging, while at the same time, the child should be confident to meet the challenge. We designed a user modelling module that adapts the difficulty of a game to the child’s skill level, in order to provide children with the optimal challenge. This module applies a Bayesian rating method that estimates the child’s skill and game item’s difficulty levels to personalise the game progress. In an experiment with 22 children (aged between 10 and 12 years old), we tested whether the personalisation leads to a higher motivation to play with the robot. Although the personalised system did not challenge the participants optimally, this study shows that the Bayesian rating system is in principle able to measure the skill and performance of children in playing a game with a robot (even without accurate estimates of the difficulty of items). We outline multiple ways in which the rating method and module can be used to further personalise and enhance the child-robot interaction, other than adapting the difficulty of games (e.g. by adapting the dialogue and feedback). 相似文献
19.
Michael J. Bernstein Donald Sacco Steven G. Young Kurt Hugenberg 《Basic and applied social psychology》2013,35(3):191-198
We explore how rejection by racial ingroup or outgroup members influences the Other Race Effect (ORE; the tendency to have better memory for same-race [SR] relative to other-race [OR] faces). White and Black participants were rejected or accepted by two racial ingroup or outgroup members during an online game. Participants then completed a face recognition task assessing SR and OR targets. Those playing with ingroup members showed the classic ORE. However, inclusion by outgroup members led to the ORE, while exclusion by outgroup members eliminated this effect by increasing outgroup face memory. We discuss future work on exclusion and the ORE. 相似文献
20.
Geetha B. Ramani Emily N. Daubert Grace C. Lin Snigdha Kamarsu Alaina Wodzinski Susanne M. Jaeggi 《Developmental science》2020,23(4)
Sources that contribute to variation in mathematical achievement include both numerical knowledge and general underlying cognitive processing abilities. The current study tested the benefits of tablet‐based training games that targeted each of these areas for improving the mathematical knowledge of kindergarten‐age children. We hypothesized that playing a number‐based game targeting numerical magnitude knowledge would improve children's broader numerical skills. We also hypothesized that the benefits of playing a working memory (WM) game would transfer to children's numerical knowledge given its important underlying role in mathematics achievement. Kindergarteners from diverse backgrounds (n = 148; 52% girls; Mage = 71.87 months) were randomly assigned to either play a number‐based game, a WM game, or a control game on a tablet for 10 sessions. Structural equation modeling was used to model children's learning gains in mathematics and WM across time. Overall, our results suggest that playing the number game improved kindergarten children's numerical knowledge at the latent level, and these improvements remained stable as assessed 1 month later. However, children in the WM group did not improve their numerical knowledge compared to children in the control condition. Playing both the number game and WM game improved children's WM at the latent level. Importantly, the WM group continued to improve their WM for at least a month after playing the games. The results demonstrate that computerized games that target both domain‐specific and domain‐general skills can benefit a broad range of kindergarten‐aged children. 相似文献