Sixteenth International Conference on Technology, Knowledge & Society

Abstract

A meta-analysis of the effects of Interactive Video Games (IVGs) on the behavioral and cognitive constructs of meta-cognitive knowledge, direct cognition, and regulatory skills of K-12 students was conducted using a qualitative approach based on grounded theory to address the subject of inquiry within formalized frameworks. Research results showed that a significant number of articles supported the position that IVGs help students to improve the foundations of their procedural, conditional, and declarative knowledge, with a smaller number contending otherwise. A systematic literature review, analysis of thematic content, and organization of themes led to the conclusion that IVGs have several positive and some negative effects. The positive effects include the acquisition of skills for continual development of hypothetical skills, self-regulation, better task performance (based on declarative and procedural knowledge), higher levels of concentration, improved reasoning and judgmental capabilities, increased physical arousal and competitiveness, and positive changes in attitude and behavior. Using proper intervention strategies could enhance the positive gains from IVGs. Nevertheless, it is recommended to conduct further research to determine the best strategies to optimize the positive effects of games and reduce their negative effects among K-12 school children.