Beyond Nintendo: design and assessment of educational video games for first and second grade students

By R. Rosas, M. Nussbaum, Patricio Cumsille, Vladimir Marianov, Mónica Correa, Patricia Flores, Valeska Grau, Francisca Lagos, Ximena López, V. López and 2 more. Comput. Educ., 2003

760 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/23195a8be5e9bf2b226c93b1f33a5c89d4991366

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In Developmental and Educational Psychology

In Sociology and Political Science

Citations in the corpus

Improving Learning in Primary Schools of Developing Countries (2015, background): “Some studies did not randomly assign units to treatment and control groups (Heyneman, Jamison, & Montenegro, 1984; Inamdar, 2004; Nitsaisook & Anderson, 1989; Rosas et al., 2003).”
Video Games in Health Care: Closing the Gap (2010, background): “The repetitive nature of video game play is thought to be a key mechanism that promotes learning in games as well (Rosas et al., 2003).”
Effects of constructing versus playing an educational game on student motivation and deep learning strategy use (2011, background): “Several other studies on deep learning in ICT contexts have been conducted (Crisp & Ward, 2008; Greene, Bolick, & Robertson, 2010; Ke & Grabowski, 2007; Kebritchi, Hirumi, & Bai, 2010; Kwon & Cifuentes, 2009; Lopez-Morteo & Lopez, 2007; Owston, Wideman, Ronda, & Brown, 2009; Rosas et al., 2003).”
Gameplay Engagement and Learning in Game-Based Learning (2015, background): “In a high-quality paper, Rosas et al. (2003) demonstrate the capacity of visual aspects to improve attention, concentration, and self-esteem.”
Building virtual cities, inspiring intelligent citizens: Digital games for developing students' problem solving and learning motivation (2012, background): “…was not signi ﬁ cantly different from that of the CG students, a ﬁ nding which echoes those of previous studies (Ebner & Holzinger, 2007; Ke, 2008; Rosas et al., 2003) which showed no difference in students ’ academic achievement between traditional instruction and digital game-based learning.”
The effects of modern mathematics computer games on mathematics achievement and class motivation (2010, methodology): “, 2006), intrinsic motivation (Cameron & Dwyer, 2005; Rosas et al., 2003), and experiential theory with Kolb's learning cycle (Egenfeldt-Nielsen, 2005; Garris, Ahlers, & Driskell, 2002; Isaacs & Senge, 1992; Kiili, 2005; Lainema, 2003).”
Computer Gaming and Interactive Simulations for Learning: A Meta-Analysis (2006, background): “Many of the studies also left out important demographic details (Cowen, 1993; Kim et al., 2002; Ronen & Eliahu, 2000; Rosas et al., 2003; Shifroni & Ginat, 1997) or did not describe the programs and activities they used as interventions in sufficient depth for us to categorize them with confidence (”
Digital Game-Based Learning in high school Computer Science education: Impact on educational effectiveness and student motivation (2009, background): “Those findings seem to support the outcomes of certain prior studies (Klawe, 1999; Rosas et al., 2003) and those of a very recent study (Ke & Grabowski, 2007) on school children, which showed that educational computer games contributed to increased academic achievement and motivation compared to tra”