Joe Cutting
Biographic Data
| ID | 7594603 |
|---|---|
| NAME | Joe Cutting |
| GIVEN NAMES | Joe |
| FAMILY NAME | Cutting |
| SIGNATURE | CUTTING J |
| AFFILIATIONS | University of York |
| ORCID | 0000-0003-1856-4915 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
The development and validation of the Immersion Experience Questionnaire Short Form (IEQ-SF)
Digital innovations in teacher recruitment
Teacher shortages are a serious challenge in many countries, made worse by declining enrolments in initial teacher education (ITE) programs and growing competition for talented young people making career decisions. To address this challenge, we developed and tested two digital interventions—a persuasive game (TeachQuest) and a realistic job preview (RJP)—designed to enhance undergraduate students' teaching interest, teaching self-efficacy, and pe…
Investigating game attention using the Distraction Recognition Paradigm
Digital games are well known for holding players’ attention and stopping them from being distracted by events around them. Being able to quantify how well games hold attention provides a behavioral foundation for measures of game engagement and a link to existing research on attention. We developed a new behavioral measure of how well games hold attention, based on players’ post-game recognition of irrelevant distractors which are shown around th…
The task-attention theory of game learning
Why do learning games fail or succeed? Recent evidence suggests that attention forms an important moderator of learning from games. While existing media effects and learning theories acknowledge the role of attentional limits, they fail to account for the specific ways that games as interactive media steer attention. In response, we here develop the Task-Attention Theory of Game Learning. Drawing on current psychological and games research, task-…
No prominent works on this page.
Investigating game attention using the Distraction Recognition Paradigm
Digital games are well known for holding players’ attention and stopping them from being distracted by events around them. Being able to quantify how well games hold attention provides a behavioral foundation for measures of game engagement and a link to existing research on attention. We developed a new behavioral measure of how well games hold attention, based on players’ post-game recognition of irrelevant distractors which are shown around th…
The task-attention theory of game learning
Why do learning games fail or succeed? Recent evidence suggests that attention forms an important moderator of learning from games. While existing media effects and learning theories acknowledge the role of attentional limits, they fail to account for the specific ways that games as interactive media steer attention. In response, we here develop the Task-Attention Theory of Game Learning. Drawing on current psychological and games research, task-…
The development and validation of the Immersion Experience Questionnaire Short Form (IEQ-SF)
Digital innovations in teacher recruitment
Teacher shortages are a serious challenge in many countries, made worse by declining enrolments in initial teacher education (ITE) programs and growing competition for talented young people making career decisions. To address this challenge, we developed and tested two digital interventions—a persuasive game (TeachQuest) and a realistic job preview (RJP)—designed to enhance undergraduate students' teaching interest, teaching self-efficacy, and pe…
Computer Science (3 works) · Psychology (3 works) · Mathematics (2 works) · Applied Psychology (1 work) · Artificial Intelligence (1 work) · Artificial Intelligence (1 work) · Behavioral Health and Interventions (1 work) · Cognitive psychology (1 work) · Consistency (knowledge bases) (1 work) · Creativity in Education and Neuroscience (1 work)