Using Virtual Reality with and without Gaming Attributes for Academic Achievement

Abstract

A subcategory of computer-assisted instruction (CAI), games have additional attributes such as motivation, reward, interactivity, score, and challenge. This study used a quasi-experimental design to determine if previous findings generalize to non simulation-based game designs. Researchers observed significant improvement in the overall population for math skills in the non-game CAI control condition, but not in the game-based experimental condition. The study found no meaningful, significant differences in language arts skills in any of the conditions. This finding has implications for the design of future learning games, suggesting that a simulation-based approach should be integrated into the gaming technology.

Guidelines and Tools for VBS2 Mission After Action Reviews: Development and Evaluation

“…The nature of MMORPGs challenges players to think critically and plan ahead, while promoting intrinsic motivation through choice, control, collaboration, challenge, and achievement (Dickey, 2007). Using games as instructional tools can increase motivation to learn by more fully engaging the training audience (Vogel, Greenwood-Ericksen, Cannon-Bowers, & Bowers, 2006). These findings are reinforced by America's Army, a game developed as a recruiting tool to inform the eligible population about military service as a Soldier (http://www.americasarmy.com).…”

Evaluating Adaptive Feedback in an Educational Computer Game

“…Results on the effectiveness of these educational tools, however, are mixed. There is evidence that these games can increase student engagement and motivation (e.g., 17,18), but the results on their pedagogical potential are limited (e.g., [1], [15], [19]), unless the interaction is led by teachers and integrated with other instructional activities [e.g., 16]. There is also initial evidence that, for some students, educational games can be less engaging and motivating than more traditional e-learning tools [14].…”

Experiential Learning with Global Virtual Teams: Developing Intercultural and Virtual Competencies

“…Recent developments in social media and online collaboration tools make the experiential learning tool of Global Virtual Teams increasingly feasible in international business education (Taras, Caprar, Rottig, Sarala, Ordeñana, Bode, Schuster, Vaiginiene, Froese, Bathula, Yajnik, Baldegger & Huang, 2013;Vogel, Greenwood-Ericksen, Cannon-Bowers & Bowers, 2006). The four cyclical stages of the Kolb model of experiential learning -concrete experience, observation and reflection, abstract conceptualization, and active experimentation (D. A.…”