A meta-analytic review of the role of instructional support in game-based learning

Wouters, Pieter; Oostendorp, Herre van

doi:10.1016/j.compedu.2012.07.018

Cited by 276 publications

(192 citation statements)

References 46 publications

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“…The role of teachers/tutors becomes crucial and demanding. To diminish the cognitive effort, players require appropriate guidance and support through meticulous selection of information (Wouters & van Oostendorp 2013). Players' actions usually result in game environment changes, which can lead into intuitive learning: results achieved without knowing how to explain or integrate them with prior knowledge (Ausubel et al 1968).…”

Section: Digital Game-based Learningmentioning

confidence: 99%

Exploring educational immersive videogames: an empirical study with a 3D multimodal interaction prototype

Fernandes

Cruz

Azevedo

et al. 2016

Behaviour & Information Technology

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Gestural interaction devices emerged and originated various studies on multimodal human-computer interaction to improve user experience. However, there is a knowledge gap regarding the use of these devices to enhance learning.We present an exploratory study which analysed the user experience with a multimodal immersive videogame prototype, based on a Portuguese historical/cultural episode. Evaluation tests took place in high school environments and public videogaming events. Two users would be present simultaneously in the same virtual reality environment: one as the helmsman aboard Vasco da Gama's XV-century Portuguese ship, another as the mythical Adamastor stone giant at the Cape of Good Hope. The helmsman player wore a virtual reality headset to explore the environment, whereas the giant player used body motion to control the giant, and observed results on a screen, with no headset. This allowed a preliminary characterization of user experience, identifying challenges and potential use of these devices in multi-user virtual learning contexts. We also discuss the combined use of such devices, towards future development of similar systems, and its implications on learning improvement through multimodal human-computer interaction.

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Section: Digital Game-based Learningmentioning

confidence: 99%

Exploring educational immersive videogames: an empirical study with a 3D multimodal interaction prototype

Fernandes

Cruz

Azevedo

et al. 2016

Behaviour & Information Technology

View full text Add to dashboard Cite

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“…Different researchers (Hamari et al, 2016;Ke, 2014;Wouters & van Oostendorp, 2013) assert that this innovative methodology will most probably give a boost to training processes, making it easier for students to acquire learning in a motivating manner. On an international level, experiences based on this methodology have been developed in school contexts, using serious games or digital games with the aim of promoting the development and acquisition of basic skills and competences (Riemer & Schrader, 2015).…”

Section: Introductionmentioning

confidence: 99%

Game-Based Learning: Increasing the Logical-Mathematical, Naturalistic, and Linguistic Learning Levels of Primary School Students

Pérez

Duque²,

García

2018

J. New Approaches Educ. Res.

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Game-based learning is an innovative methodology that takes advantage of the educational potential offered by videogames in general and serious games in particular to boost training processes, thus making it easier for users to achieve motivated learning. The present paper focuses on the description of the Game to Learn Project, which has as its aim not only to promote the use of serious games and digital mini-games for the development of Multiple Intelligences, but also to analyse whether this methodology results in increased learning. Teachers assessed the level achieved by primary education students (N=119) in each learning category, before and after participating in the project, by means of a qualitative instrument. Finally, after corresponding analysis through descriptive statistical techniques, bivariate correlations, and ANOVA, the results showed significant differences between children's learning levels in logical-mathematical, naturalistic and linguistic abilities before and after their participation in this innovative project, thus revealing a widespread increase in every indicator.

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“…Serious games for acquiring professional competence (like career decision making) have been found to offer learning activity that better stimulates intrinsic motivation when compared to more traditional ways of learning (Garris, Ahlers, & Driskell, 2002;Ryan & Deci, 2000;Tsai, Tsai, & Lin, 2015;Wouters & van Oostendorp, 2013). Professional games stand the challenge of being both authentic (realistic) and playful (engaging) at the same time.…”

Section: Introductionmentioning

confidence: 99%

Game-based career learning support for youth: effects of playing the Youth@Work game on career adaptability

Hummel

Boyle

Einarsdóttir

et al. 2017

Interactive Learning Environments

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Choosing a career is one of the most important decisions that youth has to take but many young people find this a hard issue to engage with. Current career counselling practice does not appear very compelling or motivating to young people. Professional games could provide a more engaging and motivating way of acquiring professional awareness and competence for career decision making and learning. We present the design and effects of playing a game that aims to increase career awareness and adaptabilities in youth (13-19 years). In a Randomized Controlled Trial, 93 high school students from Iceland and Romania were asked to carry out career-oriented activities, with half playing an interactive game and the other half performing a paper-and-pencil version of the same activities. The students were compared on career adaptability, career learning and career awareness scores before and after these interventions. Main results show that engaging players in these careeroriented activities has short term effects on outcome scores for career adaptabilities and for perceptions of career learning competences. Students who played the game report significantly faster growth on career adaptabilities that deal with "concern", "control" and "confidence". It can therefore be concluded that introducing gamebased learning in career decision support for youth is a promising endeavour. ARTICLE HISTORY

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A meta-analytic review of the role of instructional support in game-based learning

Cited by 276 publications

References 46 publications

Exploring educational immersive videogames: an empirical study with a 3D multimodal interaction prototype

Exploring educational immersive videogames: an empirical study with a 3D multimodal interaction prototype

Game-Based Learning: Increasing the Logical-Mathematical, Naturalistic, and Linguistic Learning Levels of Primary School Students

Game-based career learning support for youth: effects of playing the Youth@Work game on career adaptability

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