Computer Games in Education

Annual Review of Psychology
Richard E Mayer

Abstract

Visionaries offer strong claims for the educational benefits of computer games, but there is a need to test those claims with rigorous scientific research and ground them in evidence-based theories of how people learn. Three genres of game research are ( a) value-added research, which compares the learning outcomes of groups that learn academic material from playing a base version of a game to the outcomes of those playing the same game with one feature added; ( b) cognitive consequences research, which compares improvements in cognitive skills of groups that play an off-the-shelf game to the skill improvements of those who engage in a control activity; and ( c) media comparison research, which compares the learning outcomes of groups that learn academic material in a game to the outcomes of those who learn with conventional media. Value-added research suggests five promising features to include in educational computer games: modality, personalization, pretraining, coaching, and self-explanation. Cognitive consequences research suggests two promising approaches to cognitive training with computer games: using first-person shooter games to train perceptual attention skills and using spatial puzzle games to train two-dimensional ...Continue Reading

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Citations

Dec 10, 2019·Oxidative Medicine and Cellular Longevity·Giulia CollodelAlessandro Innocenti
May 18, 2021·Frontiers in Psychology·Juan-Ignacio PozoDaniel L Sánchez
Nov 14, 2019··Hock Soon SeahAnupam Chattopadhyay

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