Implications of these results are discussed with regard to the vulnerability of younger ages to gambling, period changes in the regulatory framework of Germany, and differential cohort vulnerability of the Millennial generation due to early-life video gaming experiences. A significant increasing birth cohort effect was evident in cohorts born between 19 (p < 0.005). Period effects were highest in 2013 and lowest in 2015 (p < 0.005). Age effects were highest for those aged 18–33 (p < 0.001). A total of 53,005 participants were surveyed about their past-year participation in EGMs. repeated cross-sectional surveys from the Federal Centre for Health Education covering the period 2007–2015. This study investigated age, period, and cohort effects on prevalence rates of electronic gaming machine (EGM) gambling in Germany. To provide insights into etiological factors of gambling at the population level, it is critical to document the separate contributions of biological aging, period influences, and birth cohorts on observed temporal trends in gambling. Findings are summarized in nine propositions with implications for Teacher Training Programmes development.
#Those who remain platforms drivers#
Main findings suggest a wide range of barriers and drivers influencing teachers’ acceptance of EVGs including i) technical and organizational support, ii) training on EVGs, iii) previous gaming experience, and iv) personal factors such as openness and innovativeness. To fill this research gap, the main goal of this study is to provide a comprehensive literature review on teachers’ acceptance of EVGs. Moreover, to the best of our knowledge, no comprehensive literature review has been undertaken to summarize the main findings of this stream of research. While a great effort has been devoted over the last years to better understanding EVGs effects on learning, research on teachers’ acceptance of EVGs is scarcer. However, teachers are the real agents of change in the classroom and they choose whether to adopt or nor a given technological innovation in their courses.
Extant academic literature suggest several benefits of using EVGs including increasing students’ motivation towards learning and enhancing engagement in the learning. Educational video games (EVGs) are receiving an increasing attention as an approach to teach new generations of learners, such as millennials, who make an intense use of video games, interactive technologies, and digital networks.
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