Digital game-based learning

By Marc Prensky. Conference on Computability in Europe, 2000

2,886 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/6647f32582c749022144b79f337c73db4da2a99c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Experimental and Cognitive Psychology

In Statistics and Probability

Citations in the corpus

Effects of Game-Based Learning on Students’ Critical Thinking: A Meta-Analysis (2021, background): “By merging game motivation with learning processes and content, GBL might improve students’ motivation to learn (Prensky, 2003) and thereby enhance their learning attitudes, knowledge, and skills (Wouters & van Oostendorp, 2013; Yu et al., 2020).”
A case study of the in-class use of a video game for teaching high school history (2011, background): “…advocates are highlighting educational computer and video games (hereafter referred to as video games) as a promising form of instruction which can both engage students and strengthen skills important in the current information age (Aldrich, 2004; Foreman et al., 2004; Prensky, 2001; Quinn, 2005).”
Teaching In An Online Learning Context (2004, background): “For this reason, machine evaluations, such as those provided in online multiplechoice test questions or in simulations, can be very effective learning devices (Prensky, 2000).”
Teaching the Virtual Generation. (2007, background): “Games provide an immersion environment with the opportunity to act within, and interact with an augmented and challenging reality, while the player actively searches for solutions to problems (Gee, 2003; Prensky, 2001).”
Serious Gaming and Gamification Education in Health Professions: Systematic Review (2019, background): “Learners may have the opportunity to develop analytical skills, strategic thinking, knowledge, multitasking, decision making, communication, and psychomotor skills [6], with multiplayer functions providing opportunities for collaborative learning [7].”
Digital Game-Based Learning in high school Computer Science education: Impact on educational effectiveness and student motivation (2009, methodology): “Games that encompass educational objectives and subject matter are believed to hold the potential to render learning of academic subjects more learner-centered, easier, more enjoyable, more interesting, and, thus, more effective (Kafai, 2001; Malone, 1980; Prensky, 2001).”
Why so serious? On the relation of serious games and learning (2010, background): “Learning is usually a long, complex, and difficult process and while people enjoy challenging games, they dislike and avoid challenging learning experiences in school education or professional training.”
Taking educational games seriously: using the RETAIN model to design endogenous fantasy into standalone educational games (2008, background): “Prensky (2003) contends that today's games generation is made up of individuals whose constant affinity for and exposure to games has changed how they communicate and learn, resulting in a player population who possess a unique set of cognitive characteristics.”
Games and Motivation to Learn Science: Personal Identity, Applicability, Relevance and Meaningfulness (2008, background): “Proponents of game-based learning make their arguments based on the philosophical tenets for learning that they think may be afforded by games and also from peripheral research in cognitive science and education (Gee, 2003; Prensky, 2001; Shaffer, 2006).”
Digital Games in Education (2007, background): “However, the publication of the book Digital game based learning (Prensky, 2001), provided a new perspective on the use of simulation and training.”
Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness (2013, background): “This has prompted many researchers to investigate the actual benefits of digital games, in terms of learning and motivation (Connolly, Boyle, MacArthur, Hainey, & Boyle, 2012; Gee, 2005; Prensky, 2001; Shaffer, 2006).”
A social gamification framework for a K-6 learning platform (2013, background): “Early in this century, Prensky (2001) advocated the use of electronic games in teaching, suggesting that its use would be natural for future generations.”
Using games and simulations for supporting learning (2006, background): “Several books in the field have also charted some of the early pilot projects and potential uses of games for educational purposes (e.g. Prensky, 2001; Gee, 2003).”