Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.814162
Title: Effects and applications of video games and virtual environments
Author: Allcoat, Devon
ISNI:       0000 0004 9353 6858
Awarding Body: University of Warwick
Current Institution: University of Warwick
Date of Award: 2020
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Abstract:
The widespread use of virtual environments in today’s society leads to the importance of researching how using these virtual environments affect us, as well as how we can best use them. Video games are a very commonly used type of virtual environment/application of virtual environments. Video game research is rife with conflicting results, from studies into training, effects on emotion, to effects on visual attention. Chapter 2 considers the impacts of playing video games on visual attention and shows that the effects depend on the type of attentional process measured, and the video game genres played. Chapter 3 looks at how studies measure video game experience, and suggests a more sophisticated measure, including video game genres and platforms. This chapter also considers to what extent different video game genres are linked to different cognitive skills. Chapter 4 covers research between video game playing, task switching, and impulsivity. Chapter 5 shows that home video game playing (i.e. on home console platforms) affects both implicit memory and explicit memory, but mobile video game playing does not. Recent technological advances allowed the development of a newer form of virtual environment, virtual reality. Virtual reality has become more popular over the last few years in manufacturing and entertainment industries. However, studies into applying virtual reality to educational settings are limited. Chapter 6 presents a study that tests the effects of virtual reality on learning. The results show increased motivation and engagement with learning materials, when xxiv compared to learning with textbook-style or video materials. Chapter 7 compares learning in virtual reality, mixed reality and traditional lecture style modalities, and finds that participants report higher levels of engagement in both Virtual Reality and Mixed Reality conditions, and higher levels of positive emotions in the Virtual Reality condition. Implications for how individuals are affected by both of these types of virtual environments is discussed, including how they can be applied to learning.
Supervisor: Attridge, Alex ; Stansfield, Kim Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.814162  DOI: Not available
Keywords: BF Psychology
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