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Serious Games and Growth Mindsets: An Experimental Investigation of a Serious Gaming Intervention

Serious Games and Growth Mindsets: An Experimental Investigation of a Serious Gaming Intervention

Elissa Arterburn Adame, Karlee A. Posteher, Alaina M. Hansom, Scott N. Wilson, Francisco J. E. Cecena, William M. Thompson, Ryan L. Ralston, David M. Thomas
Copyright: © 2022 |Volume: 12 |Issue: 1 |Pages: 12
ISSN: 2155-6849|EISSN: 2155-6857|EISBN13: 9781683182245|DOI: 10.4018/IJGBL.308787
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MLA

Adame, Elissa Arterburn, et al. "Serious Games and Growth Mindsets: An Experimental Investigation of a Serious Gaming Intervention." IJGBL vol.12, no.1 2022: pp.1-12. http://doi.org/10.4018/IJGBL.308787

APA

Adame, E. A., Posteher, K. A., Hansom, A. M., Wilson, S. N., Cecena, F. J., Thompson, W. M., Ralston, R. L., & Thomas, D. M. (2022). Serious Games and Growth Mindsets: An Experimental Investigation of a Serious Gaming Intervention. International Journal of Game-Based Learning (IJGBL), 12(1), 1-12. http://doi.org/10.4018/IJGBL.308787

Chicago

Adame, Elissa Arterburn, et al. "Serious Games and Growth Mindsets: An Experimental Investigation of a Serious Gaming Intervention," International Journal of Game-Based Learning (IJGBL) 12, no.1: 1-12. http://doi.org/10.4018/IJGBL.308787

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Abstract

This study applies implicit person theory (IPT) to serious gaming. IPT scholars argue that individuals hold one of two views regarding perceptions of ability: growth mindset (abilities are malleable) or fixed mindset (abilities are unchanging). Extant literature demonstrates the many educational benefits afforded to learners who hold a growth mindset. As such, a serious training game was designed to move players' beliefs about their abilities toward growth. To test the efficacy of the serious game on shifting mindsets, researchers ran an experiment in which college freshmen (N = 95) either played the game or participated in mindset activities other than a game. Results demonstrate that students who played the game reported higher levels of growth mindset immediately following and six weeks after playing the game than students who did not play the game. Suggestions for game development for the purpose of fostering a growth mindset are discussed.

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