Literature Review in Games and Learning

By John Kirriemuir, Angela McFarlane. 2004

1,126 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/b0ea91297e4261e21a582debe8f3f6ddafaea191

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Citations in the corpus

Learning in immersive worlds: A review of game-based learning (2006, background): “…meta-reviews of games - and simulations - have begun to synthesise findings from the literature, identifying games as particularly motivating and engaging for learners of all ages (e.g. de Freitas et al., 2006; Garris et al., 2002; Kirriemuir and McFarlane, 2004; Mitchell and Savill-Smith, 2005).”
Educational game design for online education (2008, background): “Some authors such as Kirriemur and McFarlane (2004), MacFarlane and Read (2004), and Sim and MacFarlane (2006) consider these approaches a dead end, which gives the term edutainment a negative load.”
The role of psychology in understanding the impact of computer games (2011, background): “perceptual and cognitive skills, limitations in the use of COTS games for learning have also been recognised [35].”
Effects of constructing versus playing an educational game on student motivation and deep learning strategy use (2011, background): “Besides that, students are in control of the game (Kirriemuir & McFarlane, 2004), which indicates a certain level of self-regulation.”
The wear out effect of a game-based student response system (2015, background): “Compared to mainstream entertainment games, learning-oriented games more often have negative associations related to produced for few platforms (mostly Windows), simplistic games, single player and offline play, low production value, not typically marketed to users but rather to parents and teachers”
How can exploratory learning with games and simulations within the curriculum be most effectively evaluated? (2006, background): “However, over the last five years the use of educational games in the mainstream has become more widespread, and, although still regarded by many as peripheral to traditional teaching and learning practice, they are becoming more commonplace in the classroom as gaming in the home becomes more…”
A systematic literature review of empirical evidence on computer games and serious games (2012, methodology): “Consistent with Kirriemuir and McFarlane (2004), few examples of entertainment games being explicitly used in the classroom were found, mainly due to difficulties in matching the affordances of entertainment games to specific curricular outcomes.”
Current status, opportunities and challenges of augmented reality in education (2013, unknown): “A game provides digital information to one or more players, takes and processes input from the players, and changes the digital information provided to the players based on the input (Kirriemuir & McFarlane, 2003).”
Using games and simulations for supporting learning (2006, methodology): “…is reflected in this study of tutors and learners, and is at least partly attributable as much to the choice of game (often leisure-based) and method of application in practice as to the lack of cohesion between the research and software development communities (Kirriemuir & McFarlane, 2004).”
Game-based Learning and 21st century skills: A review of recent research (2016, background): “…where game content and game play enhance knowledge and skills acquisition, and where game activities involve problem solving spaces and challenges that provide players/learners with a sense of achievement (e.g., Kirriemuir & McFarlane, 2004; McFarlane, Sparrowhawk, & Heald, 2002; Prensky, 2001).”
Overview of research on the educational use of video games (2006, background): “These serve as a viable starting point in combination with overviews that are more recent, inclusive, and thorough (i.e. Bergman, 2003; de Freitas, 2005; Kirriemuir & McFarlane, 2003; Mitchell & Savill-Smith, 2004; Squire, 2002).”