Matthew Ventura

The power of play

In this study, we tested 77 undergraduates who were randomly assigned to play either a popular video game (Portal 2) or a popular brain training game (Lumosity) for 8?h. Before and after gameplay, participants completed a set of online tests related to problem solving, spatial skill, and persistence. Results revealed that participants who were assigned to play Portal 2 showed a statistically significant advantage over Lumosity on each of the three composite measures-problem solving, spatial skill, and persistence. Portal 2 players also showed significant increases from pretest to posttest on specific small- and large-scale spatial tests while those in the Lumosity condition did not show any pretest to posttest differences on any measure. Results are discussed in terms of the positive impact video games can have on cognitive and noncognitive skills. We tested subjects randomly assigned to play Portal 2 or Lumosity for 8?h.All were pre/post tested on problem solving, spatial skills, and persistence.Portal 2 players scored higher than Lumosity on all three constructs.Portal 2 players also showed significant gains on spatial tests.Lumosity subjects showed no gains on any measure.

Assessment and Learning of Qualitative Physics in Newton's Playground

ABSTRACT Digital games are very popular in modern culture. The authors are examining ways to leverage these engaging environments to assess and support student competencies. The authors examine gameplay and learning using a physics game they developed called Newtons Playground. The sample consisted of 167 eighth- and ninth-grade students who played Newtons Playground for about 4 hr over the course of 1.5 weeks. Findings include significant pretest–posttest physics gains, and significant relations between in-game indicators and learning.

The relationship between video game use and a performance-based measure of persistence

An online performance-based measure of persistence was developed using anagrams and riddles. Persistence was measured by recording the time spent on unsolved anagrams and riddles. Time spent on unsolved problems was correlated to a self-report measure of persistence. Additionally, frequent video game players spent longer times on unsolved problems relative to infrequent video game players. Results are explained in terms of the value of performance-based measures of persistence over self-report measures and how video game use can lead to more persistence across a variety of tasks.

Video gameplay, personality and academic performance

The relationship between video gameplay, video game genre preference, personality, and GPA was investigated in an online correlational study with university students. In addition to administering self-report measures of GPA and personality, we asked three different questions regarding styles of video gameplay. The first asked the average time spent playing video games per week (habitual players), the second asked the total time spent playing favorite video games (selective players), and the third asked the number of different video games played in a year (diverse players). Students who were medium in selective player style (spent 11-50h) had significantly higher GPAs than students low on selective player style (spent 0-10h). Students high on habitual playing style (7 or more hours a week) showed significantly lower levels of Conscientiousness compared to students low on habitual playing style (0-1h a week). Students who were high on the diverse style (i.e., 7 or more games played a year) showed significantly higher Openness scores than students low on the diverse style (0-3 games a year). Finally, several notable relations were found between video game genre preference, GPA, and personality. Results are discussed in terms of the positive implications of video gameplay on academic performance.

An investigation of the validity of the virtual spatial navigation assessment

This correlational study investigated a new measure of environmental spatial ability (i.e., large scale spatial ability) called the virtual spatial navigation assessment (VSNA). In the VSNA, participants must find a set of gems in a virtual 3D environment using a first person avatar on a computer. The VSNA runs in a web browser and automatically collects the time taken to find each gem. The time taken to collect gems in the VSNA was significantly correlated to three other spatial ability measures, math standardized test scores, and choice to be in a STEM (science, technology, engineering, or math) career. These findings support the validity of the VSNA as a measure of environmental spatial ability. Finally, self-report video game experience was also significantly correlated to the VSNA suggesting that video game may improve environmental spatial ability. Recommendations are made for how the VSNA can be used to help guide individuals toward STEM career paths and identify weaknesses that might be addressed with large scale spatial navigation training.

The validity of a game-based assessment of persistence

In this study, 154 students individually played a challenging physics video game for roughly 4h. Based on time data for both solved and unsolved problems derived from log files, we created a game-based assessment of persistence that was validated against an existing measure of persistence. We found that the game-based assessment of persistence predicted learning of qualitative physics after controlling for gender, video game experience, pretest knowledge and enjoyment of the game. These findings support the implementation of a real-time formative assessment of persistence to be used to dynamically change gameplay.

Modeling how incoming knowledge, persistence, affective states, and in-game progress influence student learning from an educational game

This study investigated the relationships among incoming knowledge, persistence, affective states, in-game progress, and consequently learning outcomes for students using the game Physics Playground. We used structural equation modeling to examine these relations. We tested three models, obtaining a model with good fit to the data. We found evidence that both the pretest and the in-game measure of student performance significantly predicted learning outcome, while the in-game measure of performance was predicted by pretest data, frustration, and engaged concentration. Moreover, we found evidence for two indirect paths from engaged concentration and frustration to learning, via the in-game progress measure. We discuss the importance of these findings, and consider viable next steps concerning the design of effective learning supports within game environments. We model relations among various student variables and learning outcome in a game.Pretest and in-game performance significantly predict learning outcome.In-game performance is predicted by pretest data, frustration, and engagement.Two indirect paths involving frustration and engagement predict learning.

Assessment and Learning of Qualitative Physics in Newton’s Playground

This study investigated the learning and assessment efficacy of a physics video game we developed called Newton’s Playground. 165 8th and 9th graders played Newton’s Playground for roughly five hours. Findings include significant pre-post physics gains and notable correlations between performance in Newton’s Playground and physics pretest knowledge. Suggestions are given on how to develop assessments in video games to enhance learning.