1. Video Game Strategies: Better predictors of GPA than homework strategies? Karla Hamlen k.hamlen@csuohio.edu

2. Presentation Overview Purpose: to investigate relationships between strategies students use in video games and strategies they use with homework assignments, and whether or not these are predictors of academic performance in school Theoretical Framework Method Result Discussion

3. Theoretical Framework Media-intensive childhoods Different ways of thinking (Prensky) Acculturation to different learning methods (e.g. Gee, Shaffer, Squire, Halverson) Not harmful/bad, but different approaches Strategies in video games may apply to other learning situations (Stevens, Satwicz, and McCarthy, 2008)

4. Goal/Hypothesis Goal: explore relationships between approaches and strategies students use in video game play and GPA, and compare this to approaches and strategies in completing homework assignments and GPA Hypothesis: video game strategies will provide some predictive value regarding GPA, and this will be similar to the predictive value provided by homework strategies

5. Study details 113 children and adults, ages 12-44 Online survey Part 1: Video game habits/strategies Part 2: Academics Two hypothetical questions: ways to approach problems in video games and in homework assignments

6. Analysis Two multiple regression analyses: Relationships between video game strategies and school GPA Relationships between homework strategies and school GPA Precautions taken: GPA transformed to meet assumptions of regression, some independent variables eliminated based on multicollinearity found in correlation matrix, sensitivity power analysis to ensure adequate power with small sample size

7. Overall Results Significant relationship between video game strategies and GPA, F(11,71) = 2.666, p=.006 Five individual strategies significantly related to GPA No significant relationship between homework strategies and GPA, F(7,75)=1.332, p=.247 No individual strategies significantly related to GPA

8. Results: Specific game strategies Positive relationships with GPA: Use of walkthrough strategy (p=.009) Being willing to ask for help when stuck (p=.039) Being willing to check the manual when stuck (p=.039) Negative relationships with GPA: Use of information approach (p=.018) Use of creative strategies (p=.027)

9. Limitations Small sample size, not likely representative of all American students Relies on self-reports Strengths: No nonresponse patterns on survey, findings agree with other literature relating to academic strategies and success

10. Conclusions/Implications Help-seeking just in time – academic achievement (Karabenick, 2004; Whipp & Lorentz, 2008; Zusho et al., 2007) Attitude: willingness to seek help Adapting and choosing strategies mirrors real-life problem solving, less teacher- or parent-directed

11. Educational Implications Vygotsky (1978) and use of play (especially role play) Use of identity strategy in classroom learning (Gee, 2004; Vygotsky, 1978) Choosing most efficient strategies for the problem relates to success in various contexts Allow freedom to use learning strategies/approaches

12. Selected References Gee, J. P. (2003). What video games have to teach us about learning and literacy. New York: NY: Palgrave Macmillan. Karabenick, S. A. (2004). Perceived achievement goal structure and college student help seeking. Journal of Educational Psychology, 96(3), 569-581. Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, NCB University Press, 9(5), 1-6. Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.