The Effectiveness of Games for Educational Purposes: A Review of Recent Research

Randel, Josephine M.; Morris, Barbara A.; Wetzel, Chris; Whitehill, Betty V.

doi:10.1177/1046878192233001

Cited by 572 publications

(347 citation statements)

References 26 publications

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“…In our work, the main aspect to check was the learning outcomes. Reviewing previous work, comparing new methods with traditional methods seems to be a common technique (Randel et al, 1992;Rosas et al, 2003;Ebner and Holzinger, 2007;Telner et al, 2010;Yang, 2012;Chen and Tsai, 2012). Following this trend, we compared our proposal with traditional games.…”

Section: New Methods Vs Traditional Methodsmentioning

confidence: 99%

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

Furió

González-Gancedo

Juan

et al. 2013

Computers & Education

154

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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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Section: New Methods Vs Traditional Methodsmentioning

confidence: 99%

“…Following this trend, we compared our proposal with traditional games. Randel et al (1992) reviewed the literature that compared the instructional effectiveness of games to conventional classroom instruction. Studies dealing with empirical research rather than teachers' judgments were reviewed.…”

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

154

View full text Add to dashboard Cite

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“…Educational software that uses a "game-like" approach has been shown to have a strong cognitive effect on students learning science-based concepts, akin to problem solving in the cognitive processes that are generated 3,4 . According to Randel et al 3 games foster greater interest from students when compared with traditional forms of instruction.…”

Section: Etop 2009mentioning

confidence: 99%

Web-based photonics simulator for secondary school students

Campbell¹,

Madden²,

Strickland³

et al. 2009

Education and Training in Optics and Photonics

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In the "real world", Photonics is somewhat invisible to those who rely upon it worldwide. We would like students to connect their everyday experiences of communications with the underlying ideas in Photonics. To do this, we have developed the Photonics Simulator to illustrate to high school students how text or information is coded into binary optical signals which are relayed through photonic communications networks from sender to receiver.Using our simulator, students construct a virtual network, and then test it by sending messages. The messages are coded using ASCII binary code as digital signals in data packets with address headers, which need to be switched, combined, amplified, or delayed to get to their designated address. The students must manage their power budget, correctly target each message address, and avoid collisions of data packets to send their messages uncorrupted and error-free.We tested an early version of the simulator with five Year 9 and 10 classes. The students provided many constructive comments and their feedback was used to improve the graphical interface of the simulator. We subsequently tested the simulator with 80 Year 9 students in short workshops.Overall we had a very positive response -it was more fun than a normal class, and interactivity helped students retain information. Students enjoy the visual aspects-they see how messages are delivered, and learn the function of each network component by experiment.

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“…32 Others emphasize the fantasy or imaginative nature of games 33 and the competitive nature of games. 34 Prensky 35 identifies, and claims, that computer games are characterized by six "structural elements" that come together to create the engaging experience he argues is the key to using computer games as effective learning tools. The elements are: rules, conflict (competition, challenge, opposition), goals (objectives), interaction, outcomes (feedback), representation (story).…”

mentioning

confidence: 99%

“…An early review of pre-1991 studies 63 found that serious games (for the most part not computer based)…”

mentioning

confidence: 99%

Decision insight into stakeholder conflict for ERN.

Siirola¹,

Tidwell²,

Benz³

et al. 2012

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Participatory modeling has become an important tool in facilitating resource decision making and dispute resolution. Approaches to modeling that are commonly used in this context often do not adequately account for important human factors. Current techniques provide insights into how certain human activities and variables affect resource outcomes; however, they do not directly simulate the complex variables that shape how, why, and under what conditions different human agents behave in ways that affect resources and human interactions related to them. Current approaches also do not adequately reveal how the effects of individual decisions scale up to have systemic level effects in complex resource systems. This lack of integration prevents the development of more robust models to support decision making and dispute resolution processes. Development of integrated tools is further hampered by the fact that collection of primary data for decision-making modeling is costly and time consuming.This project seeks to develop a new approach to resource modeling that incorporates both technical and behavioral modeling techniques into a single decision-making architecture. The modeling platform is enhanced by use of traditional and advanced processes and tools for expedited data capture. Specific objectives of the project are: 1) Develop a proof of concept for a new technical approach to resource modeling that combines the computational techniques of system dynamics and agent based modeling, 42) Develop an iterative, participatory modeling process supported with traditional and advance data capture techniques that may be utilized to facilitate decision making, dispute resolution, and collaborative learning processes, and 3) Examine potential applications of this technology and process.The development of this decision support architecture included both the engineering of the technology and the development of a participatory method to build and apply the technology. Stakeholder interaction with the model and associated data capture was facilitated through two very different modes of engagement, one a standard interface involving radio buttons, slider bars, graphs and plots, while the other utilized an immersive serious gaming interface.The decision support architecture developed through this project was piloted in the Middle Rio Grande Basin to examine how these tools might be utilized to promote enhanced understanding and decisionmaking in the context of complex water resource management issues. Potential applications of this architecture and its capacity to lead to enhanced understanding and decision-making was assessed through qualitative interviews with study participants who represented key stakeholders in the basin.

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The Effectiveness of Games for Educational Purposes: A Review of Recent Research

Cited by 572 publications

References 26 publications

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

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

Web-based photonics simulator for secondary school students

Decision insight into stakeholder conflict for ERN.

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