Our Princess Is in Another Castle : A Review of Trends in Serious Gaming for Education

This is a paper by Michael F. Young, Stephen Slota, Andrew B. Cutter, Gerard Jalette, Greg Mullin, Benedict Lai, Zeus Simeoni, Matthew Tran and Mariya Yukhymenko (2012) from the University of Connecticut.

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 paper can be found here.

Ein Gedanke zu “Our Princess Is in Another Castle : A Review of Trends in Serious Gaming for Education

  1. Nice Paper, I took some citations:

    Many educational games have assimilated game features into the constraints of the school day, becoming 20-minute activities with associated work sheets that lack a multiplayer continuity and the extended engagement characteristic of games played for purely entertainment value.

    Although teaching as telling is efficient, it does not often lead to deep understanding. Deep understanding takes time, reflection, and active engagement, which are strengths of video games, but meaningful engagement comes at the cost of efficiency and curriculum coverage.

    Two niche Recommendations are:
    1. Construct working definitions that will facilitate the separation of video games and simulations.
    2. Encourage collaborative partnerships among commercial game companies, educational researchers, teachers, administrators, policymakers, and parents

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