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Related Concept Videos

Surveys02:16

Surveys

Often, psychologists develop surveys as a means of gathering data. Surveys are lists of questions to be answered by research participants, and can be delivered as paper-and-pencil questionnaires, administered electronically, or conducted verbally. Generally, the survey itself can be completed in a short time, and the ease of administering a survey makes it easy to collect data from a large number of people.
Social Foundations of Self I: Play and Game01:24

Social Foundations of Self I: Play and Game

The development of self in children is deeply rooted in social interactions, mainly through stages of play and structured games. These stages, outlined by sociologist George Herbert Mead, illustrate how children progressively learn to understand and adopt social roles, forming a cohesive sense of self.The Play Stage: Imitation and Simple Role-TakingIn the early years of childhood, the play stage is characterized by imitative behavior, where children engage in role-playing based on familiar...
Social Foundations of Self II: The Generalized Other01:20

Social Foundations of Self II: The Generalized Other

According to George Herbert Mead, as children progress beyond the game stage, they develop a more comprehensive understanding of societal rules and norms. This cognitive and social development enables them to internalize the expectations of the broader community, refining their ability to regulate behavior.Consistent participation in organized activities is crucial in helping children recognize that their actions are not isolated but contribute to a more significant, interconnected group effort.
Sources of Self-Esteem II: Performance Feedback01:24

Sources of Self-Esteem II: Performance Feedback

Self-esteem is intricately tied to our perception of competence and our ability to exert control over our lives. One of the primary sources of this perception is performance feedback — the ongoing evaluation of our actions in terms of success and failure. According to Franks and Marolla (1976), people derive self-worth from experiencing themselves as causal agents, capable of achieving goals and overcoming obstacles. This process nurtures a critical component of self-esteem: self-efficacy,...

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Related Experiment Video

Updated: Jun 4, 2026

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity
07:32

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity

Published on: February 10, 2016

Serious games in the classroom: gauging student perceptions.

Bill Kapralos1, Sayra Cristancho, Mark Porte

  • 1Faculty of Business and Information Technology, and Health Education Technology Research Unit, University of Ontario Institute of Technology, Canada.

Studies in Health Technology and Informatics
|February 22, 2011
PubMed
Summary

Serious games offer high-fidelity simulations for training complex skills, addressing limitations in traditional medical education. This study surveyed students to understand their perceptions of using serious games in the classroom.

Related Experiment Videos

Last Updated: Jun 4, 2026

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity
07:32

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity

Published on: February 10, 2016

Area of Science:

  • Medical Education
  • Simulation Technology
  • Game-Based Learning

Background:

  • Serious games provide high-fidelity simulations for training high-level skills.
  • Increasing constraints in medical training (work hours, exposure, budget) necessitate innovative solutions.
  • Video game popularity among learners makes serious games a relevant training option.

Purpose of the Study:

  • To assess student perceptions of serious games for educational applications.
  • To inform the development of effective serious games by considering end-user views.
  • To evaluate the potential of serious games as a viable training alternative.

Main Methods:

  • A survey was designed to gather data on student perceptions.
  • The survey focused on the use of serious games in an educational context.
  • Data analysis focused on understanding learner perspectives.

Main Results:

  • The study presents the results of a survey assessing student perceptions.
  • Findings highlight student views on the utility and integration of serious games.
  • Detailed results regarding student acceptance and perceived benefits are discussed.

Conclusions:

  • Understanding student perceptions is crucial for effective serious game implementation.
  • Serious games present a promising, cost-effective training avenue in medical education.
  • Further research should explore educator perspectives and integration strategies.