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There are numerous claims that playing computer and video games may be educationally beneficial, but there has been little formal investigation into whether or not the frequency of exposure to such games actually affects academic performance. This paper explores the issue by analysing the relationships between gaming frequency--measured as the amount of time undergraduate students spend playing games in their free time--and their academic performance as measured by their examination marks. Using a sample of 713 students, correlation analyses between gaming frequency and examination performance were conducted for students of varying gaming frequency, study discipline, gender, and general attitudes towards gaming and study. The results reveal that examination marks are in fact negatively correlated with gaming frequency--.e. frequent gamers generally achieve lower marks than less frequent gamers. (Contains 12 tables and 3 figures.)

Pre-registration nursing and midwifery students are under considerable pressure to acquire the necessary information technology (IT) skills by the time they embark on a professional nursing career. There is a multitude of research findings detailing the use of computer-based learning materials, IT training initiatives and how such materials are beneficial to learners. There is, however, relatively little in terms of the extent to which students are given the opportunity to use such skills during study periods over an extended period of time. This paper explores related issues by presenting the results of a study into the extent to which a cohort of undergraduate nursing and midwifery students retained and applied IT knowledge six months after the initial training period. The results reveal an interesting disparity between the skills taught and their retention and use in practice. Concerns are raised over the risk of such skills being forgotten by the time students enter professional nursing careers. (Contains 1 figure and 4 tables.)

Discusses the use of a French computerized grammar checker as a learning and teaching resource. Presents the results of a controlled series of experiments in which groups of students were given the task of correcting French texts containing grammatical, lexical, and orthographical errors using an on-screen grammar checker or grammar books and dictionaries. (Author/VWL)

Government policy and student pressures are focused on future employability and appear intent on forcing higher education to be more transparently relevant to the workplace. This trend is threat to a broader view of education and the development of inquiring, innovative, critical thinkers, who are supposed to be in demand by employers. (SK)

Analyzes the psychological, technical, administrative, organizational, institutional, and general pedagogical problems in phase one of a distance learning project. Using ISDN videoconferencing for remote interactive tutorials to provide practice for United Kingdom students at the University of Wales Swansea studying business French and HEC Liege (Belgium) students studying business English. Suggests solutions to problems encountered. (PEN)