E
Elizabeth Boyle
Researcher at University of the West of Scotland
Publications - 66
Citations - 7118
Elizabeth Boyle is an academic researcher from University of the West of Scotland. The author has contributed to research in topics: Game mechanics & Higher education. The author has an hindex of 20, co-authored 65 publications receiving 6219 citations. Previous affiliations of Elizabeth Boyle include University of Edinburgh & University of Strathclyde.
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A systematic literature review of empirical evidence on computer games and serious games
TL;DR: The findings revealed that playing computer games is linked to a range of perceptual, cognitive, behavioural, affective and motivational impacts and outcomes, and the most frequently occurring outcomes and impacts were knowledge acquisition/content understanding and affective
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The HCRC Map Task Corpus
Anne H. Anderson,Miles Bader,Ellen Gurman Bard,Elizabeth Boyle,Gwyneth Doherty,Simon Garrod,Stephen Isard,Jacqueline Kowtko,Jan McAllister,Jim Miller,Catherine Sotillo,Henry S. Thompson,Regina Weinert +12 more
TL;DR: A corpus of unscripted, task-oriented dialogues which has been designed, digitally recorded, and transcribed to support the study of spontaneous speech on many levels is described.
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An update to the systematic literature review of empirical evidence of the impacts and outcomes of computer games and serious games
Elizabeth Boyle,Thomas Hainey,Thomas Connolly,Grant Gray,Jeffrey Earp,Michela Ott,Theodore Lim,Manuel Ninaus,Cláudia Ribeiro,João Pereira +9 more
TL;DR: Future research on digital games would benefit from a systematic programme of experimental work, examining in detail which game features are most effective in promoting engagement and supporting learning.
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Review: Engagement in digital entertainment games: A systematic review
TL;DR: A systematic review of recent literature addressing engagement in computer games found a diverse range of studies was identified that examined varied aspects of engagement in games including subjective experiences while playing games, the physiological concomitants of these experiences, motives forPlaying games, game usage and time spent playing games and the impact of playing on life satisfaction.
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The relationship between personality, approach to learning and academic performance
TL;DR: In this paper, the relationship between students' approaches to learning, as measured by a short-form of Entwistle and Tait's (1995) Revised Approaches to Studying Inventory (RASI), the Big Five personality factors, measured by Cattell's 16PFi, and the background variables of age, gender and prior educational achievement and academic performance was investigated.