Abstract
Qualitative interview data is presented in support of previously-published quantitative evidence that suggests commercial video games may be used to develop useful skills and competencies in undergraduate students. The purpose of the work described here was to document the attitudes of those students involved in the quantitative study and to explore how the game-based intervention was perceived. To this end, student attitudes to the use of specified games to develop communication skill, resourcefulness and adaptability are examined. A broadly positive perception of the games' efficacy for skills development is revealed, and the aspects of game play that students believe contribute to skills development are discussed. These aspects include the need to communicate with team mates in order to succeed, and the fluid, unpredictable nature of in-game challenges. It is suggested that while the games played an important role in skills development, interaction between students, facilitated by game play, was also a significant factor.
Highlights
In Barr (2017), quantitative evidence is presented to suggest that commercial video games may be used to develop in students a number of useful skills and competencies: communication, resourcefulness and adaptability
The quantitative data presented in Barr (2017) offer compelling evidence for the potential of commercial video games to aid in the development of graduate skills such as communication, resourcefulness and adaptability
That the respondents here are broadly positive about the efficacy of games in developing the relevant attributes is an encouraging indication for any future interventions of this nature, bearing in mind the limitations outlined above
Summary
In Barr (2017), quantitative evidence is presented to suggest that commercial video games may be used to develop in students a number of useful skills and competencies: communication, resourcefulness and adaptability. Such skills are referred to as ‘graduate attributes’ (Barrie, 2006; Hughes & Barrie, 2010) and are generally associated with the employability of higher education graduates. A randomised controlled experiment was used to measure the effects of playing selected games on the attainment of the specified graduate attributes. The intervention group played specified, high quality video games under controlled conditions over an eightweek period
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