Classification of learning outcomes: evidence from the computer games literature

O’Neil, Harold F.; Wainess, Richard; Baker, Eva L.

doi:10.1080/09585170500384529

Cited by 344 publications

(187 citation statements)

References 84 publications

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“…Space limitations preclude a review of the myriad games developed to improve educational outcomes in almost every subject taught in schools. Several reviews already exist on the learning outcomes associated with educational games (e.g., O'Neil, Wainess, & Baker, 2005), and a meta-analysis concluded that games can make important advances in the educational reform necessary to deal with the learning challenges of the next century (Vogel et al, 2006).…”

Section: "Serious" Games In Health and Educationmentioning

confidence: 99%

The benefits of playing video games.

Granic¹,

Lobel²,

Engels³

2014

American Psychologist

1,732

1,049

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Section: "Serious" Games In Health and Educationmentioning

confidence: 99%

The benefits of playing video games.

Granic¹,

Lobel²,

Engels³

2014

American Psychologist

1,732

1,049

View full text Add to dashboard Cite

“…Finally, the pedagogical aspect concerns the teaching approach: how to gain knowledge effectively about the environment and the concepts that are being taught. Until now, many computer games have been developed for learning purposes, but very few perform a thorough analysis as several researchers have pointed out (Connolly, Stansfield, & Hainey et al, 2007;O'Neil et al 2005;Squire, 2002). There is also a lack of comparison of the effectiveness of computer games with other learning methods such as lectures (Leemkuil, 2005).…”

Section: New Methods Vs Traditional Methodsmentioning

confidence: 99%

Evaluation of learning outcomes using an educational iPhone game vs. traditional game

Furió

González-Gancedo

Juan

et al. 2013

Computers & Education

153

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ElsevierFurió Ferri, D.; González Gancedo, S.; Juan, M.; Seguí, I.; Rando, N. (2013). Evaluation of learning outcomes using an educational iPhone game vs. traditional game. Computers and Education. 64:1-23. doi:10.1016/j.compedu.2012.12 AbstractIn this paper, we present an initial study to determine the subject preferences for educational computer games for children, in which 150 education professionals participated. From the results of this first study, we have developed an iPhone game for transmitting knowledge as part of multiculturalism, solidarity and tolerance following established learning theories, several design principles, and the objectives and competences of the Spanish law for primary education. We also report on a second study to determine whether the iPhone game has better learning outcomes than a traditional game by analyzing the participation of 84 children ranging in age from 8 to 10 years old. The frequency of playing with consoles or computer games was also taken into account in this second study, and the worldwide trend of previous studies has been corroborated. For learning outcomes, the results did not show significant differences between the two groups. However, 96% of the children indicated that they would like to play with the iPhone game again, and 90% indicated that they preferred the experience with the iPhone game over the traditional one. From these results, we can conclude that the children achieved similar knowledge improvements using both the autonomous game (iPhone game) and the custom, guided game (traditional game). This could facilitate versatility in the learning process since the learning activity could be performed at any place and time without requiring supervision. Therefore, it could be a useful tool in the learning process and help teachers to fulfill students' training needs.

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“…As part of this brief review, we will focus on aspects related to the potential of serious games for transfer of knowledge. These types of game present a learner approach; while creating a meaningful environment for learning [5]; by doing so, they can address both cognitive and affective dimensions of learning [6]. As a result, in this decade several games have focused on the exploitation of serious games for learning, creating what is called edutainment, infotainment or entertainment-education.…”

Section: B Serious Gamementioning

confidence: 99%

Design of a serious game for learning vibrotactile messages

Ménélas

Otis

2012

2012 IEEE International Workshop on Haptic Audio Visual Environments and Games (HAVE 2012) Proceedings

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Abstract-To prevent accidental falls, we have designed an augmented shoe aiming at assisting a user when walking. To this, the risk level (low, medium, high and very high) represented by the current situation is conveyed to the user through vibrotactile messages. In this paper, we describe the design of a serious game dedicated to learning of these signals. The game is centered on a virtual maze, whose parts are associated with the four risk levels. To explore this maze, fitted with a pair of the augmented shoes, the user is invited to walk in a room, completely empty, whose dimensions are mapped to those of the virtual maze. When moving, for each area explored the corresponding signal is delivered to the user through the augmented shoes. An initial experiment confirmed the idea that vibrotactile messages can serve for communicating the level of risk.

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Classification of learning outcomes: evidence from the computer games literature

Cited by 344 publications

References 84 publications

The benefits of playing video games.

The benefits of playing video games.

Evaluation of learning outcomes using an educational iPhone game vs. traditional game

Design of a serious game for learning vibrotactile messages

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