![]() ![]() An inconclusive picture emerges from the literature on the effects of video game play on academic attainment, with some studies finding that improved performance is associated with video game play, and others finding the opposite to be true. While it has been suggested that playing video games may improve communication skill (Griffiths 2003), there is little empirical evidence for the efficacy of game-based approaches to the development of such skills in higher education prior to Barr ( 2017). As explored in Barr ( 2018), students involved in the experimental study were broadly positive about the idea of playing games on campus to develop their graduate attributes, suggesting that game-based skills development activities may be met with less significant resistance. The study above pointed to one potential solution to this problem, especially where there is student resistance to the inclusion of specific skills development activities in the curriculum (O’Leary 2016) or students are faced with competing commitments such as part-time or voluntary work (Gbadamosi, Evans, Richardson, and Ridolfo 2015). As Barrie ( 2006) has suggested, it is not generally agreed how best the attributes of our students may be developed at university. Gains were reported in students’ self-reported communication skill, resourcefulness and adaptability – skills commonly referred to as ‘graduate attributes’ (Hughes and Barrie 2010) – following an 8-week experiment, wherein students played an average of 2 h of specified video games per week under lab conditions. This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License ( ), allowing third parties to copy and redistribute the material in any medium or format and to remix, transform, and build upon the material for any purpose, even commercially, provided the original work is properly cited and states its license.Ĭitation: Research in Learning Technology 2020, 28: 2326 - IntroductionĮvidence produced by a randomised experimental study, Barr ( 2017), suggests video games may, under certain conditions, be used to develop generic skills in a fun and engaging way. ALT is registered charity number 1063519. Research in Learning Technology is the journal of the Association for Learning Technology (ALT), a UK-based professional and scholarly society and membership organisation. Keywords: video games game-based learning graduate skills graduate attributes employability communication resourcefulness adaptability The work suggests that, while video games may be used to develop graduate skills on campus, there is no strong correlation between existing game play habits and the attainment of certain transferable skills. Assumptions about the development of graduate attributes over time are also challenged by the data presented here, which suggest there is little correlation between attribute attainment and years spent at university. ![]() Students who do not play video games tended to score best, while those students who play games in a variety of modes (online and local cooperative play, team-based and other cooperative play) also scored better on measures of graduate attribute attainment. ![]() While it is shown that there is no significant relationship between existing game play habits and graduate attribute attainment, several broad observations are made. Correlations between graduate attribute attainment and a range of demographic and educational factors, including age, gender, level of study and year of study, are also calculated. ![]() Using a survey of higher education students ( N = 2145), correlations between game play habits and the attainment of certain graduate skills or attributes (communication skill, adaptability and resourcefulness) are presented. (Received: 24 August 2019 Revised: 26 December 2019 Accepted: 31 January 2020 Published: 28 February 2020) Abstract School of Computing Science, University of Glasgow, Glasgow, Scotland ORIGINAL RESEARCH ARTICLE A cross-sectional study of video game play habits and graduate skills attainment ![]()
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