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The task-attention theory of game learning: a theory and research agenda.

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Title: The task-attention theory of game learning: a theory and research agenda.
Authors: Cutting, Joe (AUTHOR), Deterding, Sebastian (AUTHOR)
Source: Human-Computer Interaction. 2024, Vol. 39 Issue 5/6, p257-287. 31p.
Subjects: Control (Psychology), Strategy games, Human information processing, Psychological literature, Executive function, Gaze, Neurosciences
Abstract: This article explores the task-attention theory of game learning and its implications for understanding how gameplay can support learning. The authors argue that attention is a crucial factor in determining whether and when players learn from games. They propose the Task-Attention Theory of Game Learning, which emphasizes the role of attention in directing and sustaining players' focus on task-relevant information within games. The theory suggests that game design features, such as goals, mechanics, rewards, and uncertainty, can influence attentional processes. The article also discusses the impact of task-based demands, such as time pressure and performance pressure, on attention and performance in video games. Overall, the theory highlights the active role of users in eliciting and sampling information in interactive media and has implications for game-based learning and design. [Extracted from the article]
Copyright of Human-Computer Interaction is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: The task-attention theory of game learning: a theory and research agenda.
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  Data: <searchLink fieldCode="AR" term="%22Cutting%2C+Joe%22">Cutting, Joe</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Deterding%2C+Sebastian%22">Deterding, Sebastian</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Human-Computer+Interaction%22">Human-Computer Interaction</searchLink>. 2024, Vol. 39 Issue 5/6, p257-287. 31p.
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  Data: <searchLink fieldCode="DE" term="%22Control+%28Psychology%29%22">Control (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Strategy+games%22">Strategy games</searchLink><br /><searchLink fieldCode="DE" term="%22Human+information+processing%22">Human information processing</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+literature%22">Psychological literature</searchLink><br /><searchLink fieldCode="DE" term="%22Executive+function%22">Executive function</searchLink><br /><searchLink fieldCode="DE" term="%22Gaze%22">Gaze</searchLink><br /><searchLink fieldCode="DE" term="%22Neurosciences%22">Neurosciences</searchLink>
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  Data: This article explores the task-attention theory of game learning and its implications for understanding how gameplay can support learning. The authors argue that attention is a crucial factor in determining whether and when players learn from games. They propose the Task-Attention Theory of Game Learning, which emphasizes the role of attention in directing and sustaining players' focus on task-relevant information within games. The theory suggests that game design features, such as goals, mechanics, rewards, and uncertainty, can influence attentional processes. The article also discusses the impact of task-based demands, such as time pressure and performance pressure, on attention and performance in video games. Overall, the theory highlights the active role of users in eliciting and sampling information in interactive media and has implications for game-based learning and design. [Extracted from the article]
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  Data: <i>Copyright of Human-Computer Interaction is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=179415584
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        Value: 10.1080/07370024.2022.2047971
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        Text: English
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      – SubjectFull: Control (Psychology)
        Type: general
      – SubjectFull: Strategy games
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      – SubjectFull: Human information processing
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