Computer Games in Education.
By Richard E. Mayer. Annual Review of Psychology, 2019
347 citations recorded by the source corpus.
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 mental rotation skills. Media comparison research suggests three promising areas where games may be more effective than conventional media: science, mathematics, and second-language learning. Future research is needed to pinpoint the cognitive, motivational, affective, and social processes that underlie learning with educational computer games.
Subfields: Artificial Intelligence, Developmental and Educational Psychology
View Paper: https://www.semanticscholar.org/paper/74395ca23da09aae9079917da53c51755eea4b37
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In Artificial Intelligence
In Developmental and Educational Psychology
Citations in the corpus
- The impact of augmented reality on cognitive load and performance: A systematic review (2021, methodology): “However, it should be noted that media comparison studies are not free of criticism in the field of research on educational technology, for example, the problem of providing exactly the same content and instructional method for the experimental and control groups (Mayer, 2019a).”