Our Princess Is in Another Castle

By Michael F. Young, Stephen T. Slota, Andrew B. Cutter, Gerard Jalette, Greg Mullin, Benedict Lai, Zeus Simeoni, M. Tran, Mariya A. Yukhymenko. 2012

785 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/aa58dcdbf429973b559803601b5f2595e2209371

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In Developmental and Educational Psychology

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Citations in the corpus

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).”
Digital Games, Design, and Learning (2016, background): “In terms of recreational value, we do not imply joviality—games, like books and movies, can be serious or sad, thus communicating a powerful experience and message while doing so in a way that draws in people willingly to play for the sake of play (cf. Young et al., 2012).”
The Effect of Educational Games on Learning Outcomes, Student Motivation, Engagement and Satisfaction (2020, background): “Interactions between game, player, and contexts should be highlighted to improve the effect of games on academic achievements (Young et al., 2012).”
The power of play: The effects of Portal 2 and Lumosity on cognitive and noncognitive skills (2015, background): “Digital games can also motivate students to learn valuable academic content and skills (e.g., Coller & Scott, 2009; Shute, Ventura, & Kim, 2013; for a review, see Tobias & Fletcher, 2011; Wilson et al., 2009; Young et al., 2012).”
Gameplay Engagement and Learning in Game-Based Learning (2015, result): “Evidence on the educational effectiveness of games has been unconvincing to date (Connolly et al., 2012; Young et al., 2012), which may be due to the small number of studies on comparable GBL interventions and incomplete information on the study design (All et al., 2013, 2014; Clark et al., 2013).”
Constructionist Gaming: Understanding the Benefits of Making Games for Learning (2015, background): “…van Nimwegen, von Oostendorp, & van der Spek, 2013), others were more hesitant in their assessment of impact (Girard, Ecalle, & Magant, 2012; Vogel et al., 2013); still others were downright dismissive of themotivation and cognitive benefits claimed by serious gaming (e.g., Young et al., 2012).”
Effects of Game-Based Learning on Attitude and Achievement in Elementary Mathematics (2019, background): “Serious games, which are defined as games that were created with the purpose of education in mind, help to increase student engagement and motivation (Young et al., 2012).”
UDL in the Middle School Science Classroom (2014, background): “Many games lack such attributes (Young et al., 2012).”
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).”
Toward Meaningful Engagement: A Framework for Design and Research of Gamified Information Systems (2017, background): “In education research, for example, it has been found that when learning is embedded in a highly stimulating game environment, students often pay attention to the game stimulation and do not learn as much (Young et al. 2012).”