An update to the systematic literature review of empirical evidence of the impacts and outcomes of computer games and serious games

Boyle, Elizabeth; Hainey, Thomas; Connolly, Thomas; Gray, Grant; Earp, Jeffrey; Ott, Michela; Lim, Theodore; Ninaus, Manuel; Ribeiro, Cláudia; Pereira, João Madeiras

doi:10.1016/j.compedu.2015.11.003

Cited by 859 publications

(627 citation statements)

References 145 publications

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“…In [7], the authors present a comprehensive review focusing on 142 papers (published between 2009 and 2014) that provided high quality evidence about the positive impacts and outcomes of the games, using the framework proposed in [13]. This framework for organising and understanding games considered aspects like: the main purpose of the game, the game genre, subject discipline, learning and behavioural outcomes.…”

Section: Educational Gamesmentioning

confidence: 99%

Multisensory games-based learning - lessons learnt from olfactory enhancement of a digital board game

Covaci

Ghinea

Lin

et al. 2018

Multimed Tools Appl

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Serious games are becoming an alternative educational method in a variety of fields because of their potential to improve the quality of learning experiences and to facilitate knowledge acquisition and content understanding. Moreover, entertainment-driven learners are more easily motivated to benefit from the learning process through meaningful activities defined in a game context. Interfacing educational computer games with multisensorial interfaces allows for a seamless integration between virtual and physical environments. Multisensorial cues can improve memory and attention and increase the cognitive and sensory-motor performance. Despite of the increasing knowledge in sensory processes, multisensory experiences and interactions in computer based instruction remain insufficiently explored and understood. In this paper, we present a multisensory educational gameFragrance Channel -and we investigate how enabling olfaction can contribute to users' learning performance, engagement and quality of experience. We compare results obtained after experiencing Fragrance Channel in the presence and absence of olfactory feedback on both a mobile and a PC. A knowledge test administered before and immediately after showed that our proposed educational game led to an improvement of performance in all the explored conditions. Subjective measurements carried out after the olfactory experience showed that students enjoyed the scenario and appreciated it as being relevant.

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Section: Educational Gamesmentioning

confidence: 99%

Multisensory games-based learning - lessons learnt from olfactory enhancement of a digital board game

Covaci

Ghinea

Lin

et al. 2018

Multimed Tools Appl

View full text Add to dashboard Cite

show abstract

“…Such games have been shown to be both effective and motivational [48,49], and they are generally applied in any type of context. The design of games for persons with physical or cognitive impairments, for instance, does not only have the purpose of giving them opportunities of playing entertaining games, but is also intended to improve logical thinking, cognitive skills, or social skills.…”

Section: Games For Training and Special Support And Audio-based Gamesmentioning

confidence: 99%

The Effects of Musical Experience and Hearing Loss on Solving an Audio-Based Gaming Task

Hansen

Hiraga

2017

Applied Sciences

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Abstract:We conducted an experiment using a purposefully designed audio-based game called the Music Puzzle with Japanese university students with different levels of hearing acuity and experience with music in order to determine the effects of these factors on solving such games. A group of hearing-impaired students (n = 12) was compared with two hearing control groups with the additional characteristic of having high (n = 12) or low (n = 12) engagement in musical activities. The game was played with three sound sets or modes; speech, music, and a mix of the two. The results showed that people with hearing loss had longer processing times for sounds when playing the game. Solving the game task in the speech mode was found particularly difficult for the group with hearing loss, and while they found the game difficult in general, they expressed a fondness for the game and a preference for music. Participants with less musical experience showed difficulties in playing the game with musical material. We were able to explain the impacts of hearing acuity and musical experience; furthermore, we can promote this kind of tool as a viable way to train hearing by focused listening to sound, particularly with music.

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“…Most of previous research on EVGs has focused in analysing the effectiveness of EVGs to achieve different learning outcomes (for a meta-analytic review see: [23], [24]). There are few studies that have explored factors driving teachers' attitude and behavioural intention to use EVGs in their courses.…”

Section: Teachers' Motivational Drivers To Use Evgsmentioning

confidence: 99%

The Role of Perceived Relevance and Attention in Teachers’ Attitude and Intention to Use Educational Video Games

Sánchez-Mena

Martí-Parreño

Manzano

2017

Int. J. Emerg. Technol. Learn.

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Abstract-Educational video games (EVGs) are becoming a trending topic in education as a new teaching methodology which can help teachers to increase students' attention and engagement during the learning process. Nevertheless, despite an increasing academic interest in EVGs little research has been devoted to delve into teacher's beliefs affecting their attitude towards EVGs and how these beliefs also affect their intention to use EVGs in their courses. Using Keller's ARCS model as a theoretical framework, the role of perceived relevance and attention in teachers' attitude and intention to use EVGs is analyzed. To do so a research model is tested using a sample of 312 Higher Education teachers via structural equation modeling to predict teachers' attitude and behavioral intention to use EVGs in their courses. Results suggest that perceived attention drawn by EVGs is a factor affecting teachers' intentions to use EVGs in their courses. Perceived relevance was not found to affect directly neither attitude nor intention to use while teachers' perceived attention was found to affect teachers' perceived relevance of EVGs. Limitations of the study, implications for managers, and future research lines are addressed at the end of the paper.

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An update to the systematic literature review of empirical evidence of the impacts and outcomes of computer games and serious games

Cited by 859 publications

References 145 publications

Multisensory games-based learning - lessons learnt from olfactory enhancement of a digital board game

Multisensory games-based learning - lessons learnt from olfactory enhancement of a digital board game

The Effects of Musical Experience and Hearing Loss on Solving an Audio-Based Gaming Task

The Role of Perceived Relevance and Attention in Teachers’ Attitude and Intention to Use Educational Video Games

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