A case study of the in-class use of a video game for teaching high school history

By William R. Watson, C. Mong, Constance A. Harris. Comput. Educ., 2011

299 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/ba6084de9bd212017dd2de1530fcbfdea3625645

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. Yunhuo Cui
2. Hao Lei
3. Ming Ming Chiu
4. Weijie Mao
5. Fedwa Laamarti
6. Abdulmotaleb El Saddik
7. Mohamad A. Eid
8. Lawrence Khoo

In Sociology and Political Science

1. Ming Ming Chiu
2. Fedwa Laamarti
3. Abdulmotaleb El Saddik
4. Mohamad A. Eid
5. Dániel Horn

Citations in the corpus

• An Overview of Serious Games (2014, background): “The study resulted in the students being more interactive and more engaged in the learning process [44].”
• Effects of Game-Based Learning on Students’ Critical Thinking: A Meta-Analysis (2021, background): “Also, teachers accustomed to being knowledge sources might not readily adapt to becoming facilitators of students’ knowledge acquisition (Watson et al., 2011).”