Computer Gaming and Interactive Simulations for Learning: A Meta-Analysis

By Jennifer J. Vogel, David S. Vogel, J. Cannon-Bowers, C. Bowers, Kate Muse, Michelle F. Wright. 2006

894 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/9a57a8081dcf8b813c649b77670115d79c316ebb

How researchers see this paper

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

In Artificial Intelligence

In Developmental and Educational Psychology

Citations in the corpus

A Qualitative Meta-Analysis of Computer Games as Learning Tools (2009, background): “• Empirical studies’ f indings conf lict (Dempsey et al., 1996; Randel et al., 1992; Vogel et al., 2006b).”
A META-ANALYTIC EXAMINATION OF THE INSTRUCTIONAL EFFECTIVENESS OF COMPUTER-BASED SIMULATION GAMES (2011, methodology): “Simulation games are interactive and tend to be more engaging than other instructional methods (Ricci et al., 1996; Vogel et al., 2006).”
Game-Based Learning in Science Education: A Review of Relevant Research (2013, background): “In addition, most of the published review studies of game-based learning were mainly focused on the learning effectiveness or the outcomes classiﬁcations (Clark et al. 2009; Connolly et al. 2012; Divjak and Tomic´ 2011; O’Neil et al. 2005; Vogel et al. 2006; Young et al. 2012).”
Relationships Between Game Attributes and Learning Outcomes (2009, background): “…attributes are critical for learning, many researchers agree that educational games do serve a purpose in the learning process and that they may lead to greater cognitive, skill-based, and attitudinal gains over traditional instructional methods (e.g., Egenfeldt-Nielsen, 2007; Vogel et al., 2006).”
Game-based Learning and 21st century skills: A review of recent research (2016, background): “…degrees of success dependent upon academic topic, learner preferences and participant age (Hays, 2005; Young et al., 2012), GBL tends to positively influence attitudes and cognitive gains (Connolly et al., 2012; Dempsey et al., 1994; Hays, 2005; Vogel et al., 2006; Wolfe, 1997; Young et al., 2012).”
A structural equation modeling investigation of the emotional value of immersive virtual reality in education (2018, result): “…investigating the efﬁciency of simulations have shown that overall, the use of simulations results in at least as good or better cognitive outcomes and attitudes toward learning than do more traditional teaching methods (Bayraktar 2000; Rutten et al. 2012; Smetana and Bell 2012; Vogel et al. 2006).”
Immersive virtual reality increases liking but not learning with a science simulation and generative learning strategies promote learning in immersive virtual reality. (2020, background): “expectation that using IVR for presenting lessons will make learning a fun experience, in which both engagement and motivation are affected (Vogel et al., 2006).”
Review of trends from mobile learning studies: A meta-analysis (2012, background): “For example, Vogel et al. (2006) indicated that most studies on game-based learning focus on effectiveness.”
Adding immersive virtual reality to a science lab simulation causes more presence but less learning (2017, background): “Some empirical studies and meta-analyses have shown that low-immersion simulations result in better cognitive outcomes and attitudes toward learning than more traditional teaching methods (e.g., Bayraktar, 2001; Bonde et al., 2014; Clark, Tanner-Smith, & Killingsworth, 2016; Merchant et al., 2014; R”
Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness (2013, background): “These findings, subsequently corroborated by a review of the literature undertaken by Hays (2005), were extended by Vogel et al. (2006), who demonstrated the learning benefits of digital games.”
Encouraging intrinsic motivation in management training: The use of business simulation games (2019, background): “In fact, previous research has provided evidence of the positive benefits of using simulation games (Sitzmann, 2011; Vogel et al., 2006).”
Serious Gaming and Gamification Education in Health Professions: Systematic Review (2019, background): “Meta-analyses have suggested that these interventions could significantly enhance learning among school students [49], adult workforce trainees [50], and mixed-age groups with regard to cognitive and attitudinal outcomes [51,52] and knowledge acquisition [53].”