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“Because I'm Bad at the Game!” A Microanalytic Study of Self Regulated Learning in League of Legends
Self-regulated learning (SRL) is a form of learning guided by the student's own meta-cognition, motivation, and strategic action, often in the absence of an educator. The use of SRL processes and skills has been demonstrated across numerous academic and non-academic contexts including athletics...
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Formato: | Online Artículo Texto |
Lenguaje: | English |
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Frontiers Media S.A.
2021
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Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8675904/ https://www.ncbi.nlm.nih.gov/pubmed/34925183 http://dx.doi.org/10.3389/fpsyg.2021.780234 |
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author | Kleinman, Erica Gayle, Christian Seif El-Nasr, Magy |
author_facet | Kleinman, Erica Gayle, Christian Seif El-Nasr, Magy |
author_sort | Kleinman, Erica |
collection | PubMed |
description | Self-regulated learning (SRL) is a form of learning guided by the student's own meta-cognition, motivation, and strategic action, often in the absence of an educator. The use of SRL processes and skills has been demonstrated across numerous academic and non-academic contexts including athletics. However, manifestation of these processes within esports has not been studied. Similar to traditional athletes, esports players' performance is likely correlated with their ability to engage SRL skills as they train. Thus, the study of SRL in the context of esports would be valuable in supporting players' learning and mastery of play through specialized training and computational support. Further, an understanding of how SRL manifests in esports would highlight new opportunities to use esports in education. Existing work on SRL in games, however, predominantly focuses on educational games. In this work, we aim to take a first step in the study of SRL in esports by replicating Kitsantas and Zimmerman's (2002) volleyball study in the context of League of Legends. We compared the self-regulatory processes of expert, non-expert, and novice League of Legends players, and found that there were significant differences for processes in the forethought phase. We discuss three implications of these findings: what they mean for the development of future computational tools for esports players, implications that esports may be able to teach SRL skills that transfer to academics, and what educational technology can learn from esports to create more effective tools. |
format | Online Article Text |
id | pubmed-8675904 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-86759042021-12-17 “Because I'm Bad at the Game!” A Microanalytic Study of Self Regulated Learning in League of Legends Kleinman, Erica Gayle, Christian Seif El-Nasr, Magy Front Psychol Psychology Self-regulated learning (SRL) is a form of learning guided by the student's own meta-cognition, motivation, and strategic action, often in the absence of an educator. The use of SRL processes and skills has been demonstrated across numerous academic and non-academic contexts including athletics. However, manifestation of these processes within esports has not been studied. Similar to traditional athletes, esports players' performance is likely correlated with their ability to engage SRL skills as they train. Thus, the study of SRL in the context of esports would be valuable in supporting players' learning and mastery of play through specialized training and computational support. Further, an understanding of how SRL manifests in esports would highlight new opportunities to use esports in education. Existing work on SRL in games, however, predominantly focuses on educational games. In this work, we aim to take a first step in the study of SRL in esports by replicating Kitsantas and Zimmerman's (2002) volleyball study in the context of League of Legends. We compared the self-regulatory processes of expert, non-expert, and novice League of Legends players, and found that there were significant differences for processes in the forethought phase. We discuss three implications of these findings: what they mean for the development of future computational tools for esports players, implications that esports may be able to teach SRL skills that transfer to academics, and what educational technology can learn from esports to create more effective tools. Frontiers Media S.A. 2021-12-02 /pmc/articles/PMC8675904/ /pubmed/34925183 http://dx.doi.org/10.3389/fpsyg.2021.780234 Text en Copyright © 2021 Kleinman, Gayle and Seif El-Nasr. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Kleinman, Erica Gayle, Christian Seif El-Nasr, Magy “Because I'm Bad at the Game!” A Microanalytic Study of Self Regulated Learning in League of Legends |
title | “Because I'm Bad at the Game!” A Microanalytic Study of Self Regulated Learning in League of Legends |
title_full | “Because I'm Bad at the Game!” A Microanalytic Study of Self Regulated Learning in League of Legends |
title_fullStr | “Because I'm Bad at the Game!” A Microanalytic Study of Self Regulated Learning in League of Legends |
title_full_unstemmed | “Because I'm Bad at the Game!” A Microanalytic Study of Self Regulated Learning in League of Legends |
title_short | “Because I'm Bad at the Game!” A Microanalytic Study of Self Regulated Learning in League of Legends |
title_sort | “because i'm bad at the game!” a microanalytic study of self regulated learning in league of legends |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8675904/ https://www.ncbi.nlm.nih.gov/pubmed/34925183 http://dx.doi.org/10.3389/fpsyg.2021.780234 |
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