Our Princess Is in Another Castle

Abstract

Do video games show demonstrable relationships to academic achievement gains when used to support the K-12 curriculum? In a review of literature, we identified 300+ articles whose descriptions related to video games and academic achievement. We found some evidence for the effects of video games on language learning, history, and physical education (specifically exergames), but little support for the academic value of video games in science and math. We summarize the trends for each subject area and supply recommendations for the nascent field of video games research. Many educationally interesting games exist, yet evidence for their impact on student achievement is slim. We recommend separating simulations from games and refocusing the question onto the situated nature of game-player-context interactions, including meta-game social collaborative elements.

The use of serious games in science education: a review of selected empirical research from 2002 to 2013

“…However, they emphasized the use of serious games in a wide range of subjects, and only 11 of the reviewed studies were about science learning. Young et al (2012) identified over 300 articles related to serious gaming; they concluded that serious gaming might be effective for history and language learning and physical education, yet little support for science-based serious gaming was revealed. They further indicated, however, that the potential for using serious games in science learning has yet to be fully explored and that more efforts should be devoted to exploring that potential.…”

Teachers' Beliefs about the Possibilities and Limitations of Digital Games in Classrooms

“…Games (serious or otherwise) do not exist in isolation and game play is linked to issues of identity, performance and sense of self (de Castell & Jensen, 2003;Beavis, 2004;Gee, 2007;Chee, 2011). Amongst other things, this means there is no single way in which games will be understood and engaged within diverse schooling contexts because factors such as gender, socio-economics, cultural background as well as interest, competence and prior experience all shape what students bring to a games based environment (Beavis & Charles, 2007;Dezuanni, 2010;Chee, 2011;Young et al, 2012). …”

“…This 'black boxing' of digital games as 'learning machines' (Prensky, 2005) has informed a growing body of literature focused on such things as the 'nature' and 'potential' of games to contribute to student learning (New Media Consortium, 2012); the reasons why games are particularly suited to educational purposes in the twenty-first century; the inherent appeal of games to students represented as 'digital natives' (Prensky, 2001); the unique affordances serious games provide to experientially understand complex matters (Derryberry, 2007); and the particular domains of schooling that could benefit from integration of digital games (Young et al, 2012). Much of this literature, while recognising elements such as the affordances and 'qualities' of games, adopts a relatively uncritical stance towards matters of take up, suggesting that games will almost automatically improve student engagement, experience and achievement.…”

“…First, compelling evidence of the potential for games to impact positively upon the learning of diverse learners in primary and secondary schools justifies ongoing exploration of games and schooling (Connolly et al, 2012;Young et al, 2012;Perrotta et al, 2013). Second, this potential impact is closely tied to how teachers work with games (and the games that they choose).…”

Using Game-Based Learning to Foster Critical Thinking in Student Discourse

“…ciocultural view of learning (Young et al, 2012). Generally speaking, game-based learning environments enable learners to make meaningful choices within problem spaces that may span the visual, spatial, and aural, and that provide learners with challenges that must be overcome (McCall, 2012).…”