Pedro F Hernández-Ramos
Biographic Data
| ID | 6714821 |
|---|---|
| NAME | Pedro F Hernández-Ramos |
| GIVEN NAMES | Pedro F |
| FAMILY NAME | Hernández-Ramos |
| SIGNATURE | HERNÁNDEZ-RAMOS P F |
| AFFILIATIONS | Santa Clara University |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2019 |
| H-INDEX | 2 |
Experiencing poverty in an online simulation
Digital simulations are increasingly used to educate about the causes and effects of poverty, and inspire action to alleviate it. Drawing on research about attributions of poverty, subjective well-being, and relative income, this experimental study assesses the effects of an online poverty simulation (entitled Spent) on participants’ beliefs, attitudes, and actions. Results show that, compared with a control group, Spent players donated marginall…
Civic Play and Civic Gaps
Digital games and simulations (DG&S) could help mitigate inequities in civic education and participation, which are found in many contemporary democracies. Yet incorporating DG&S into the curriculum may reinforce or introduce inequities for students who are less engaged by game-based learning. A quasi-experimental study of 301 U.S. high school students in social studies classes examined whether prior academic performance, civic engagement, civic …
Flow and cooperative learning in civic game play
Flow theory offers an individualistic explanation of media enjoyment, while cooperative learning theory posits a social explanation for enhanced learning in groups. This classroom-based experimental study examines whether game players can experience both conditions and the influence of each on several types of civic knowledge, skills, and dispositions. We find that high quality cooperative learning contributed to acquiring civic knowledge and ski…
In Absentia
Civic Play and Civic Gaps
Digital games and simulations (DG&S) could help mitigate inequities in civic education and participation, which are found in many contemporary democracies. Yet incorporating DG&S into the curriculum may reinforce or introduce inequities for students who are less engaged by game-based learning. A quasi-experimental study of 301 U.S. high school students in social studies classes examined whether prior academic performance, civic engagement, civic …
Flow and cooperative learning in civic game play
Flow theory offers an individualistic explanation of media enjoyment, while cooperative learning theory posits a social explanation for enhanced learning in groups. This classroom-based experimental study examines whether game players can experience both conditions and the influence of each on several types of civic knowledge, skills, and dispositions. We find that high quality cooperative learning contributed to acquiring civic knowledge and ski…
In Absentia
Flow and cooperative learning in civic game play
Flow theory offers an individualistic explanation of media enjoyment, while cooperative learning theory posits a social explanation for enhanced learning in groups. This classroom-based experimental study examines whether game players can experience both conditions and the influence of each on several types of civic knowledge, skills, and dispositions. We find that high quality cooperative learning contributed to acquiring civic knowledge and ski…
Civic Play and Civic Gaps
Digital games and simulations (DG&S) could help mitigate inequities in civic education and participation, which are found in many contemporary democracies. Yet incorporating DG&S into the curriculum may reinforce or introduce inequities for students who are less engaged by game-based learning. A quasi-experimental study of 301 U.S. high school students in social studies classes examined whether prior academic performance, civic engagement, civic …
Experiencing poverty in an online simulation
Digital simulations are increasingly used to educate about the causes and effects of poverty, and inspire action to alleviate it. Drawing on research about attributions of poverty, subjective well-being, and relative income, this experimental study assesses the effects of an online poverty simulation (entitled Spent) on participants’ beliefs, attitudes, and actions. Results show that, compared with a control group, Spent players donated marginall…
Psychology (4 works) · Social Psychology (3 works) · Educational Games and Gamification (2 works) · Empathy (2 works) · Innovative Teaching Methodologies in Social Sciences (2 works) · Mathematics education (2 works) · Political science (2 works) · Politics (2 works) · Social Psychology (2 works) · Sociology (2 works)