The Effectiveness of Instructional Games: A Literature Review and Discussion

By Robert T. Hays. 2005

566 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/961320e2dcb4fca1e7af5c6a2db8d1d4119cfedc

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In Developmental and Educational Psychology

In Education

Citations in the corpus

A Qualitative Meta-Analysis of Computer Games as Learning Tools (2009, background): “• A breakdown of the available studies by subject matter reveals that some knowledge domains are particularly suited to gaming, such as math, physics, and language arts (Randel et al., 1992; Hays, 2005).”
Assessing the effectiveness of digital game-based learning: Best practices (2016, background): “This includes comparisons with control groups that did not receive an educational intervention (Hays, 2005), time-on-task differences between experimental and control groups, and validity of research instruments (Randel, Morris, Wetzel,&Whitehill, 1992).”
A META-ANALYTIC EXAMINATION OF THE INSTRUCTIONAL EFFECTIVENESS OF COMPUTER-BASED SIMULATION GAMES (2011, methodology): “The distinguishing feature of simulations is that they are reality based, but they can also incorporate common game features such as rules and competition (Bell et al., 2008; Hays, 2005; Tobias & Fletcher, 2007).”
The effects of modern mathematics computer games on mathematics achievement and class motivation (2010, background): “The learning effectiveness of educational computer games has been subject of discussion and debate by a number of scholars (Hays, 2005; Mitchell & Savill-Smith, 2004; Randel et al., 1992).”
Meta-Analysis of Action Video Game Impact on Perceptual, Attentional, and Cognitive Skills (2018, methodology): “The use of the meta-analytic approach, combined with a focus on action video games and their impact on cognition, departs from other literature reviews that provide qualitative descriptions of research studies rather than measures of effect size (Connolly, Boyle, MacArthur, Hainey, & Boyle, 2012; Ha”
Relationships Between Game Attributes and Learning Outcomes (2009, background): “Juul (2003) suggested that games consist of six elements: rules, variable quantifiable outcome, player effort, valorization of the outcome, attachment of the player to the outcome, and negotiable consequences.”
Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness (2013, background): “This is, however, a rather questionable approach, given that the effects observed may just as easily be linked to other, noncontrolled variables present in the learning situation as to the game itself (Clark, 2001; Hays, 2005; Mayer & Johnson; 2010).”
Game-based Learning and 21st century skills: A review of recent research (2016, background): “Very little is known as to what degree of design complexity is required for meaningful learning to occur (Hays, 2005; Young et al., 2012).”
Mobile game-based learning in secondary education: engagement, motivation and learning in a mobile city game (2009, background): “…benefits of mobile game-based learning despite the fact that both the cognitive and motivational effects of game-based learning have been previously studied (see, e.g. Mitchell & Savill-Smith 2004; Hays 2005; Egenfeldt-Nielsen 2006; Fletcher & Tobias 2006; de Freitas 2006; Gros 2007; Habgood 2007).”