Effects of constructing versus playing an educational game on student motivation and deep learning strategy use

By Nienke Vos, Henny van der Meijden, Eddie Denessen. Comput. Educ., 2011

388 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/7399ad358a253ec933a857af17d34812d357e611

How researchers see this paper

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

In Developmental and Educational Psychology

1. Yasmin B. Kafai
2. Karen R. Clark
3. Quinn K. Burke
4. Meihua Qian

In Social Psychology

1. Yasmin B. Kafai
2. Quinn K. Burke

Citations in the corpus

• Constructionist Gaming: Understanding the Benefits of Making Games for Learning (2015, methodology): “Although the shorter time frames offer opportunities for experimental designs that assess particular outcomes (e.g., Vos et al., 2011), the longer periods offer opportunities for understanding the development of individual children’s interests, knowledge, and skills (e.g., Peppler & Kafai, 2007).”
• Game-based Learning and 21st century skills: A review of recent research (2016, background): “…both signi fi cant results and effect sizes reveals that these studies focused on GBL and critical thinking skills (e.g., Akcaoglu & Koehler, 2014; Vos et al., 2011; Yang & Chang, 2013; Yang & Wu, 2012a; Yang, 2012b), and rarely targeted other 21st century skills such as creativity and…”