Videojuegos: Una herramienta educativa en potencia
Es cierto que demasiadas horas sin supervisión con algún juego cuyo contenido sea violento puede llevar a estas consecuencias, pero todo depende ...
estudio
Matthew Barr, catedrático de la Universidad de Glasgow, realizó un <anchor>estudio</anchor> para explorar las cualidades educativas de los videojuegos para personas en edad de cursar la universidad. Utilizando una muestra de 100 estudiantes, Barr organizó dos grupos. Uno de los grupos jugó títulos como Borderland, Minecraft, Portal 2, Team Fortress 2 y Papers; el segundo grupo no jugó ningún videojuego.
Video games can develop graduate skills in higher education students: A randomised trial - ScienceDirect
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[Volume 113](/journal/computers-and-education/vol/113/suppl/C "Go to table of contents for this volume/issue"), October 2017, Pages 86-97

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# Video games can develop graduate skills in higher education students: A randomised trial

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[https://doi.org/10.1016/j.compedu.2017.05.016](https://doi.org/10.1016/j.compedu.2017.05.016 "Persistent link using digital object identifier") [Get rights and content](https://s100.copyright.com/AppDispatchServlet?publisherName=ELS&contentID=S0360131517301215&orderBeanReset=true)

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## Highlights

- •
A randomised controlled trial was used to assess effects of playing video games.

- •
Previously validated self-report instruments were used to measure graduate skills.

- •
Game play improved student communication skill, resourcefulness and adaptability.

- •
Video games may have a role to play in higher education.


## Abstract

This study measured the effects of playing commercial video games on the development of the desirable skills and competences sometimes referred to as ‘graduate attributes’. Undergraduate students in the Arts and Humanities were randomly assigned to either an intervention or a control group. Previously validated, self-report instruments to measure adaptability, resourcefulness and communication skill were administered to both groups. The intervention group played specified video games under controlled conditions over an eight week period. A large effect size was observed with mean score change 1.1, 1.15, and 0.9 standard deviations more positive in the intervention group than the control on the communication, adaptability, and resourcefulness scales respectively ( _p_ = 0.004, _p_ = 0.002, and _p_ = 0.013 for differences in groups by unpaired _t_-test). The large effect size and statistical significance of these results support the hypothesis that playing video games can improve self-reported graduate skills. The findings suggest that such game-based learning interventions have a role to play in higher education.

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## Keywords

Adult learning

Cooperative/collaborative learning

Interactive learning environments

Media in education

Post-secondary education

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