Video Game General Benefits Working Bibliography

Working Bibliography

Blacker, Kara. “Effects of Action Video Game Training on Visual Memory.” Journal of Experimental Psychology: Human Perception & Performance. 40.5 (2014): 1192-2004. Ebscohost. Web. 29 Jan. 2015.

Bottles, Kent. “Will Avatars, Robots, and Video Games Replace Doctors?”  The Health Care Blog. The Health Care Blog. 16 Dec. 2010. Web. 29 Jan. 2015.

Dye, Matthew W.G., Shawn Green, and Daphne Bavelier. “Increasing Speed of Processing with Action Video Games.” Current Directions in Psychological Science. 18.6 (2009): 321-326. JSTOR. Web. 29 Jan. 2015.

“Game Changers.” Paul Tassi. “The Social Benefits of Video Games.” Forbes. Forbes. 22 May 2012. Web. 13 Jan. 2015.

Goldberg, Harold. “Where Film Marries Video Game.” The New York Times. The New York Times Company. 27 Nov. 2013. Web. 29 Jan. 2015.

Goldstein, Douglas. “Video Games to Revolutionize Health and Health Care.” The Health Care Blog. The Health Care Blog. 20 Oct. 2008. Web. 29 Jan. 2015.

Granic, Isabela, Adam Lobel, and Rutger Engels.  “The Benefits of Playing Video Games.” American Psychological Association. American Psychological Association. 25 Nov. 2013. Web. 29 Jan. 2015.  

Greitemeyer, Tobias. “Effects of Playing Video Games on Perception of One’s Humanity.” The Journal of Social Psychology. 153.4 (2013): 499-514. Ebscohost. Web. 29 Jan. 2015.   

Halamka, John. “Gamification.” The Health Care Blog. The Health Care Blog. 16 Aug. 2012. Web. 29 Jan. 2015.

LeBlanc, Allana G. “Active Video Games and Health Indicators in Children and Youth: A Systematic Review.” PLoS ONE. 8.6 (2013): 1-20. Ebscohost. Web. 29 Jan. 2015

Makuch, Eddie. “Games Can Enact Social Change, Troy Baker Says.” Gamespot. CBS Interactive Inc., 7 Jan. 2015. Web. 12 Jan. 2015.

Markman, Art. “Can Video Games Make You Smarter (Or At Least More Flexible)?” Psychology Today. Sussex Publishers. 9 Aug. 2013. Web. 13 Jan. 2015.

Mayas, Julia. “Plasticity of Attentional Functions in Older Adults after Non-Action Video Game Training: A Randomized Controlled Trial.” PLoS ONE. 9.3 (2014): 1-10. Ebscohost. Web. 29 Jan. 2015.  

Neill, Sean. “Do Gamers Make Better Surgeons?” The Health Care Blog. The Health Care Blog. 1 Oct. 2008. Web. 29 Jan. 2015.

Parker, Laura. “Not Just Playing Around Anymore: Games for Change Uses Video Games for Social Projects.” The New York Times. The New York Times Company. 21 April 2014. Web. 29 Jan. 2015.

Phillips, Suzanne. “Video Games: Unexpected Benefits for All Ages.” PsychCentral. Psych Central. Web. 13 Jan. 2015.

Robert et al. “Exercise Intensity Levels in Children With Cerebral Palsy While Playing With an Active Video Game Console.” Physical Therapy. 93.8 (2013): 1084-1091. Ebscohost. Web. 29 Jan. 2015.

Routledge, Clay. “The Social Benefits of Video Gaming: Are There Social Benefits Associated With Playing Video Games?” Psychology Today. Sussex Publishers. 7 June 2010. Web. 12 Jan. 2015.

Schmidt, Marie Evans, Elizabeth A. Vandewater. “Media and Attention, Cognition, and School Achievement.” The Future of Children. 18.1 (2008): 63-85. JSTOR. Web. 29 Jan. 2015.

Shaffer et al. “Video Games and the Future of Learning.” The Phi Delta Kappan. 87.2 (2005): 104-111. JSTOR. Web. 29 Jan. 2015.

Shapiro, Jordan. “Social And Emotional Benefits Of Video Games: Metacognition And Relationships.” KQED. KQED Inc., 16 May 2014. Web. 13 Jan. 2015.

Starkey, Dan. “Violent Video Games Help Me Get Beyond My Violent Past.” Kotaku. Kinja, 12 Jan. 2015. Web. 12 Jan. 2015.

Vitelli, Romeo. “Are There Benefits in Playing Video Games?” Psychology Today. Sussex Publishers. 10 Feb. 2014. Web. 12 Jan. 2015.

The Bedford Researcher -- Chapter 3 Summary

Mike Palmquist teaches the reader how to develop a research question in The Bedford Researcher Chapter 3: Developing Your Research Question and Proposal (DQP). The 18 pages contain insight as to how the reader can better "collect, critically read, evaluate, and take notes on [their] sources" (40). Step by step, DQP goes through the process of determining a research proposal. Step 1 is to "ask yourself whether what you've learned has changed your understanding of your writing situation" (41). Palmquist asks the reader to consider how their bias has influenced their perspective on an argument. According to Palmquist, step 2 is to generate research questions, and this can be done by focusing on the information, history, assumptions, goals, outcomes, and policies of the issue that the reader is writing about. "Step 3: Craft Questions that Reflect Your Writing Situation: Framing My Argument" (43) asks the reader to review potential research questions and select the most relevant question for their writing situation. Step 4 asks the reader to select and focus their research question to "achieve [their] purpose as a writer" (46). This can be done by referring to shared assumptions and existing conditions of the issue, and conducting preliminary searches on said issue. These steps will yield the best results in helping the reader create an excellent research question.

Using Quotations & 5 Visual Texts

Tyler Secrest

Sonia Begert

English 102

1/27/2015

Using Quotations Properly

Eddie Makuch’s article from Gamespot.com, titled “Games Can Enact Social Change, Troy Baker Says,” discusses Troy Baker, a video game voice actor, and his experience with a fan. Makuch states that, “a fan wrote to Baker during a recent Reddit AMA, saying that playing [the] PlayStation 4 game Infamous: Second Son [a game that Baker voice acted in] helped her get through the death of her mother.” Psychologytoday.com backs up this information with research and observation. Author Romeo Vitelli states in his article “Are There Benefits in Playing Video Games?” the following: “For most gamers, video games are played for enjoyment and to help improve their mood. Along with distracting them from real-world problems (a special concern for young people looking for escape from bullying or other negative life situations),  succeeding in video games can lead to positive feelings, reduced anxiety, and becoming more relaxed.”

On Forbes.com, Paul Tassi shows the benefits of video games in his article, “The Social Benefits of Video Games.” The information found in this article is fascinating and would make any gamer proud. Tassi’s article features an infographic that states, “Video games increase problem solving and creativity.” The extensively informational graphic provides incredible facts ranging from exercising the decision making and thinking area of the brain to a game company planting 25,000 trees in real life after gamers completed the challenge to plant “25,000 trees in the game world in 25 days…” Art Markman’s article from Psychology Today, titled “Can Video Games Make You Smarter (Or At Least More Flexible)?” Further promotes the idea of a more adept brain. Markman summarized research study, stating that “The results of the study were striking.  Participants who played StarCraft showed significant improvement on the cognitive flexibility tasks… The improvement was largest for those who played the complex version of the game, and smaller for those who played the simple version.”

Images Cited

“Game Changers infographic.” Forbes. Forbes. 22 May 2012. Web. 27 Jan. 2015.

“Bar graph.” MontessoriMuddle. Creative Commons Attribution. 5 Feb. 2010. Web. 27 Jan. 2015.

“Bar graph.” TMCnet. TMCnet. 6 July 2011. Web. 27 Jan. 2015.

“Bar graph.” The Guardian. Guardian News and Media Limited.

“Percentages infographic.” http://australiansocialissues2014.blogspot.com/. Google. 21 Sep. 2014. Web. 27 Jan. 2015.

The Bedford Researcher -- Chapter 7 Summary

Mike Palmquist's The Bedford Researcher Chapter 7 goes into detail about the steps necessary to avoid plagiarism. The chapter, titled Avoiding Plagiarism (AP), asks and answers the following questions: "What is plagiarism?" "What are research ethics?" "What is common knowledge?" "What is fair use and when should I ask permission to use a source?" "How can I avoid plagiarism?" and "What should I do if I'm accused of plagiarism?" AP discusses the fact that usually, plagiarism is unintentional and that this occurs from failing to use the proper technique, distinguishing between your information and someone else's. Chapter 7 warns that intentional plagiarism, however rare, can lead to a reduced grade or even the failure of a course. This can occur from patchwork writing, creating false citations, copying extended passages and passing it off as one's own writing, copying an entire document and passing it off as one's own writing, or purchasing a document to pass it off as one's own writing. AP also addresses the confusing situation of plagiarism in group projects. Chapter 7, section e, gives a detailed look on avoiding plagiarism. "Conduct a knowledge summary. Take notes carefully. Distinguish between your ideas and those drawn from your sources. Cite sources in the text and in a works cited or reference list. Recognize misconceptions about intentional plagiarism." When writing a research paper, there are a lot of confusing rules to keep track of that are important to remember. Chapter 7 is not only a much-needed warning against plagiarism, but a helpful tool in guiding the reader to writing with integrity and the knowledge that they are giving credit where credit is due.

The Bedford Researcher -- Chapter 5 Summary

Chapter 5 of The Bedford Researcher, titled Evaluating Sources (ES), provides the reader with highly beneficial instructions for, you guessed it, evaluating sources. ES delivers helpful strategies for evaluating the evidence, the author, the publisher, the timeliness, the comprehensiveness, and the genre of a source. By asking questions like “Is enough evidence offered?” or “Is the right evidence offered?” the reader can get a better understanding of whether their source applies to their paper. Other questions, such as “Is the author knowledgeable about the topic?” or “How does the author’s bias affect the information, ideas, and arguments in the source?” help the reader identify if the author is credible or just relaying facts. The second part of Chapter 5 is devoted to evaluating the different types of sources, such as web sites, blogs, social networking sites, newsgroups, email lists, discussion forums, and wikis. After evaluating the different types of sources, Chapter 5 shows the reader how to evaluate each one differently. This can be done, according to ES, by evaluating the relevance and accuracy of the web site as well as the date it was created. ES recommends using the most scholarly sources available. Chapter 5 is a fantastically written, clearly instructional section that is essential to effectively evaluating the credibility, relevance and comprehensiveness of sources.

The Bedford Researcher -- Chapter 8 Summary

Chapter 8 of The Bedford Researcher, titled Searching for Information with Digital Resources (SIDR), explores and demonstrates the most effective strategies to finding digital sources that correlate with the reader's topic. Such strategies include going over a research plan, identifying key words and phrases, planning basic searches, and identifying search terms. Within these strategies, there are things that the reader should also take into consideration, such as adding key words, searching for exact phrases, planning advanced searches, focusing searches with Boolean operators, and limiting searches to documents that have particular characteristics. Chapter 8 guides the reader into becoming a researcher, taking he/she through clear, step-by-step instructions that make the process of research easy and enjoyable, rather than frustrating and taxing. With great detail, SIDR gives the reader the correct tools to search for sources with online library catalogs. These tools include searching by author, searching by title, searching with multiple strategies, identifying relevant databases, and searching news and information databases. Furthermore, Chapter 8 very skillfully provides the reader with the necessary knowledge to searching for sources with Web search sites: identifying relevant web search sites, using web directories, using deep web search sites and directories, using meta search sites, and using reference search sites. Chapter 8 is the starting point to effectively using professional research strategies. It's a necessary chapter in The Bedford Researcher that provides a wealth of helpful knowledge that would be a shame to overlook.

My 10+ Sources

Tyler Secrest

Sonia Begert

English 102

1/20/2015

10 Sources

Gamespot.com - Games Can Enact Social Change, Troy Baker Says

http://www.gamespot.com/articles/games-can-enact-social-change-troy-baker-says/1100-6424512/

Kotaku.com - Violent Video Games Help Me Get Beyond My Violent Past

http://kotaku.com/violent-video-games-help-me-get-beyond-my-violent-past-1678978763

blogs.kqed.org - Social and Emotional Benefits of Video Games: Metacognition and Relationships

http://blogs.kqed.org/mindshift/2014/05/social-and-emotional-benefits-of-video-games-metacognition-and-relationships/

(Peer) Engineering.nyu.edu - Unlocking Social Benefits in Gaming

http://engineering.nyu.edu/cable/issue/spring-2011/feature/unlocking-social-benefits-in-gaming

Psychologytoday.com - The Social Benefits of Video Gaming

http://www.psychologytoday.com/blog/more-mortal/201006/the-social-benefits-video-gaming

Psychologytoday.com - Are There Benefits in Playing Video Games?

http://www.psychologytoday.com/blog/media-spotlight/201402/are-there-benefits-in-playing-video-games

blogs.psychcentral.com - Video Gaming: Unexpected Benefits for All Ages

http://blogs.psychcentral.com/healing-together/2014/09/video-gaming-unexpected-benefits-for-all-ages/

Forbes.com - The Social Benefits of Video Games

http://www.forbes.com/sites/insertcoin/2012/03/22/the-social-benefits-of-video-games/

(Peer) Current Directions in Psychological Science: Increasing Speed of Processing with Action Video Games

http://www.jstor.org/stable/20696060?Search=yes&resultItemClick=true&&searchUri=%2Faction%2FdoAdvancedSearch%3Fc3%3DAND%26amp%3Bwc%3Don%26amp%3Bq1%3D%26amp%3Bq3%3D%26amp%3Bf3%3Dall%26amp%3Bpt%3D%26amp%3Bsd%3D%26amp%3Bc5%3DAND%26amp%3Bq6%3D%26amp%3Bla%3D%26amp%3Bc4%3DAND%26amp%3Bf5%3Dall%26amp%3Bq0%3Dvideo%2Bgame%2Bbenefit%26amp%3Bacc%3Don%26amp%3Bq2%3D%26amp%3Bf0%3Dall%26amp%3Bed%3D%26amp%3Bisbn%3D%26amp%3Bq5%3D%26amp%3Bc6%3DAND%26amp%3Bc1%3DAND%26amp%3Bf6%3Dall%26amp%3Bgroup%3Dnone%26amp%3Bf1%3Dall%26amp%3Bf2%3Dall%26amp%3Bf4%3Dall%26amp%3Bq4%3D%26amp%3Bc2%3DAND&seq=1#page_scan_tab_contents

(Peer) The Player’s Story: The Narrative Experience in RPG

http://ogma.newcastle.edu.au:8080/vital/access/services/Download/uon:13966/ATTACHMENT02?view=true

(Peer) Where Film Marries Video Game

http://search.proquest.com/docview/1461840314

Not Just Playing Around Anymore

http://search.proquest.com/docview/1517989822

A New Video Game Hopes Expressive Characters Lead to Emotional Attachment

http://search.proquest.com/docview/433692496?accountid=2203

The Bedford Researcher -- Chapter 6 Summary

The Bedford Researcher Chapter 6: Managing Information and Taking Notes (MITN) is one of the most helpful chapters of the book for organization. It gives the reader the insight into how to save and organize the information they find so that he/she can use it effectively in their paper. The reader will accumulate their own written notes, printouts from Web pages, articles, photocopies of book chapters, books, magazines, newspapers, letters, printed email messages, etc. that will all be useful in the structure of their paper. Chapter 6 advises using filing systems to avoid a cluttered desk or a stuffed backpack. A great way to locate the information you've stored, according to Bedford, is to date everything in print you've collected, and put it all in order by date. To save and organize digital information, MITN suggests saving work in a single folder, using descriptive file names to easily locate material.  Chapter 6 discusses using a hard drive, flash drive, having smartphone access, bookmarking the pages, using web capture, web document sites, emailing yourself the documents, or even using bedfordresearcher.com. At all costs, back up your data. Back it up no matter what strategy you're using for digital information storage.  

The Bedford Researcher -- Chapter 4 Summary

Chapter 4 of The Bedford Researcher, titled Reading Critically (RC), gives the reader a better understanding of developing a thesis statement. RC instructs the reader to take a look at their sources and ask a research question about what they're reading. RC calls this "critical reading," rather than evaluation, because evaluation uses a different process that doesn't help as well as reading critically. Reading critically, however, will allow the reader to focus their topic and, as a result, have a much easier time getting their point across to the audience. Chapter 4 informs the reader that when he/she will be reviewing sources, they "should always adopt a critical attitude. Accept nothing at face value..." RC goes on, telling the reader to seek answers to their questions, examine the source and its relation to the topic, note relevant information, and be on the alert for unusual information. RC informs the reader of what strategies should be used to read actively. Such strategies include identifying key information, ideas, and arguments, writing questions in the margins, noting reactions to the content, recording quotations, paraphrases, and summaries, taking notes about the sources' content and how it relates, and identifying important passages for later rereading. Chapter 4 asks the reader to identify main points, identify the support for these main points, consider the use of evidence, identify interpretive frameworks, identify new information, identify hard-to-understand information, and identify similarities and differences.

The Bedford Researcher -- Chapter 2 Summary

The Bedford Researcher, Chapter 2: Exploring and Focusing guides the reader in discussing the appropriate topic. The first part of Chapter 2 goes into detail about topic exploration, topic discussion, preliminary observations, and finding sources. The latter of the three can be done by searching the library for books, articles, CD-ROMs, DVDs, and magazines related to the reader's topic, as well as browsing newsstands and bookstores, searching available databases, searching the web, and browsing electronic web discussion forums, blogs, and wikis. Chapter 2 asks the reader to record their search results and sources, annotate their sources, and identify conversations in their sources. The second part of Chapter 2 discusses how the reader can focus on an issue in their topic and identify conversations of issue in their topic. This can be completed by finding repeated concepts in the reader's sources, finding disagreements, recurring voices, and broad themes discussed in said sources. Chapter 2 asks the reader to asses their interest in the issues and choose an issue that will help them achieve their purposes as a writer. Chapter 2 will come very much in handy to the reader looking for the right topic, issues, and in need of valid resources.

The Bedford Researcher -- Chapter 1 Summary

Chapter 1: Getting Started of The Bedford Researcher is an instructional chapter that provides helpful steps to writing an effective paper. These steps include choosing a topic, locating and using sources, writing with confidence, and writing argumentatively. Chapter 1 asks the reader to take ownership of their project, understand research writing processes, work with resources to support their paper, develop a position on their topic, understand the genre and design of their writing, understand the importance of readers and context, and manage their time in completion of the essay. Getting Started discusses each and every one of these topics in depth and for the benefit of the reader, asking them to analyze their assignment, generate ideas for appropriate topics, and consider the situation of their writing. Chapter 1: Getting Started of The Bedford Researcher gives the reader a great starting point to whatever they may be writing, and should be used as an instructional manual throughout the entire process involved with writing their paper. Chapter 1 is beneficial to any writer who wants to achieve a professional level of writing. Getting Started provides copious amounts of beneficial instruction to helpfully guide any author, amateur or professional, to a higher level of writing.  

MLA Evaluation -- Elizabeth Angeli & John Smith

Toward a Recovery of 19th Century Farming Handbook

Angeli	0  -  F	1  -  D	2  -  C	3  -  B	4  -  A
Be your own work;					X
Be 3,000+ words in length					X
Employ correct gram, punct, & MLA-style					X
Employ parenthetical citations, a Works Cited page, & employ copious signal phrases					X
Convincingly argue your thesis				X
Refer to 10 or more highly credible sources					X
Conclusively demonstrate 102 level					X

Found Voices: Carl Sagan

Smith	0  -  F	1  -  D	2  -  C	3  -  B	4  -  A
Be your own work;					X
Be 3,000+ words in length			X
Employ correct gram, punct, & MLA-style					X
Employ parenthetical citations, a Works Cited page, & employ copious signal phrases					X
Convincingly argue your thesis		X
Refer to 10 or more highly credible sources				X
Conclusively demonstrate 102 level			X