Classification of learning outcomes: evidence from the computer games literature

By Harold F. O'Neil Jr., Richard Wainess, Eva L. Baker. 2005

464 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/898aa1b0f3d4dc6eaae9ef12f8a302cf941c0949

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. Traci Sitzmann
2. Pieter Wouters
3. Herre van Oostendorp
4. Erik D. Van der Spek
5. Christof van Nimwegen
6. Robert F. Kenny
7. Judy Robertson
8. Eduardo Salas

In Education

1. Traci Sitzmann
2. Robert F. Kenny
3. Judy Robertson
4. Eduardo Salas
5. Cathrin Howells
6. Ming-Chaun Li
7. Chin-Chung Tsai
8. Herre van Oostendorp

In Sociology and Political Science

1. Robert F. Kenny
2. Judy Robertson
3. Eduardo Salas
4. Erik D. Van der Spek
5. Christof van Nimwegen
6. Cathrin Howells
7. Chin-Chung Tsai
8. Herre van Oostendorp

Citations in the corpus

• Relationships Between Game Attributes and Learning Outcomes (2009, background): “Without evaluation of the impact of games on specific learning outcomes, games will continue to be categorized largely as motivating and fun, but instructionally useless (O’Neil et al., 2005).”
• Computer game design: Opportunities for successful learning (2008, background): “These are cognitive acceleration, in which pupils develop a set of reasoning skills for science and maths (Shayer, 1999) and Talk Lessons ( Mercer, 2000 ) which were designed to raise pupils’ awareness of their own problem solving strategies, and their contributions to collaborative discussion.”
• Game-Based Learning in Science Education: A Review of Relevant Research (2013, background): “In addition, most of the published review studies of gamebased learning were mainly focused on the learning effectiveness or the outcomes classifications (Clark et al. 2009; Connolly et al. 2012; Divjak and Tomić 2011; O’Neil et al. 2005; Vogel et al. 2006; Young et al. 2012).”
• A meta-analysis of the cognitive and motivational effects of serious games (2013, methodology): “, 2006; Wouters, van der Spek, & van Oostendorp, 2009), but several scholars have noted that in general the quality of game research is poor (O’Neil et al., 2005) and that serious games are not more effective in terms of learning than other instruction methods when they are tested scientifically (Cl”
• A META-ANALYTIC EXAMINATION OF THE INSTRUCTIONAL EFFECTIVENESS OF COMPUTER-BASED SIMULATION GAMES (2011, background): “The simulation game literature is plagued by an abundance of definitions and little consensus on the defining features of instructional simulations and games (Garris et al., 2002; Hays, 2005; O’Neil et al., 2005).”
• Taking educational games seriously: using the RETAIN model to design endogenous fantasy into standalone educational games (2008, methodology): “as a part of instructional best practices and supplemented with additional curricula (O'Neil et al. 2005).”