Digital Game-Based Learning in high school Computer Science education: Impact on educational effectiveness and student motivation

By Marina Papastergiou. Comput. Educ., 2009

1,724 citations recorded by the source corpus.

Subfields: Computer Science Applications, Developmental and Educational Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/d62594672d6f765b44827b1066328e96e1e58f7e

How researchers see this paper

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

In Computer Science Applications

In Developmental and Educational Psychology

In Sociology and Political Science

Citations in the corpus

Immersive Virtual Reality Serious Games for Evacuation Training and Research: A Systematic Literature Review (2018, background): “Papastergiou (2009) argued that SGs could positively motivate participants during the learning experience.”
Experimenting with electromagnetism using augmented reality: Impact on flow student experience and educational effectiveness (2014, positive): “Positive results have also been highlighted by studies that analyzed the performance of students within multi-user virtual environments and game-based learning environments (Faiola, Newlon, Pfaff, & Smyslova, 2013; Papastergiou, 2009).”
A concept map-embedded educational computer game for improving students' learning performance in natural science courses (2013, background): “This finding conforms to those reported by previous studies that digital game-based learning is able to promote the learningmotivations of students owing to the enjoyable and challenging nature of the games (Ebner & Holzinger, 2007; van Eck, 2006; Gee, 2003; Huang et al., 2010; Papastergiou, 2009).”
The effect of gamification on motivation and engagement (2018, positive): “Researchers who engaged the learners with limited game features reported the participants asking for more elements of gamification (Papastergiou, 2009).”
Are Games Effective Learning Tools? A Review of Educational Games (2018, neutral): “The aim is to problematize the current scope of Education Studies and to reposition game science more critically within this educational context and perspective.”
A systematic literature review of empirical evidence on computer games and serious games (2012, background): “Papastergiou (2009) showed improvement in performance on computer memory concepts and Beale, Kato, Marin-Bowling, Guthrie, and Cole (2007) found better perfomance on cancer knowledge for a game playing group compared with a control group.”
A meta-analysis of the cognitive and motivational effects of serious games (2013, methodology): “Games that were either textual (e.g., Gremmen & Potters, 1997) or schematic (e.g., mazelike type of games; see Papastergiou, 2009) were coded “Schematic.””
Augmenting the learning experience in primary and secondary school education: a systematic review of recent trends in augmented reality game-based learning (2019, background): “Thence, the challenge is how games can be used in the classroom to produce deeper disciplinary learning and also support and guide the learner towards richer understanding and concept mastery (Papastergiou 2009).”
A collaborative game-based learning approach to improving students' learning performance in science courses (2013, background): “Researchers have indicated that educational computer games could be an effective way of providing a more interesting learning environment for acquiring knowledge (Cagiltay, 2007; Papastergiou, 2009; Tüzün, Yılmaz-Soylu, Karakus, Inal, & Kızılkaya, 2009).”
Game-based Learning and 21st century skills: A review of recent research (2016, background): “However, little is known regarding how game-based learning may influence students’ 21st century skill development (Ebner & Holzinger, 2007; Ke, 2009; Kim, Park, & Baek, 2009; Papastergiou, 2009; Van Eck & Dempsey, 2002).”
An online game approach for improving students' learning performance in web-based problem-solving activities (2012, background): “…(Cagiltay, 2007; Connolly, Stansfield, &Hainey, 2007), civil engineering (Ebner&Holzinger, 2007), business (Kiili, 2007), computer science (Papastergiou, 2009), social science (Cuenca López &Martín Cáceres, 2010), geography (Tüzün, Yılmaz-Soylu, Karakus, Inal, & Kızılkaya, 2009), language…”
Students' perceptions about the use of video games in the classroom (2010, background): “The impact of gender on acceptance tends to disappear during the implementation phase (Fengfeng, 2008; Papastergiou, 2009).”
Building virtual cities, inspiring intelligent citizens: Digital games for developing students' problem solving and learning motivation (2012, background): “Qualitative observations by the instructor and researchers also reveal great curiosity among DGBL participants, which echoes Papastergiou ’ s (2009) ﬁ nding that the use of digital games in learning appealed to students.”
Effects of video-game play on information processing: A meta-analytic investigation (2013, background): “…to sharpen a variety of cognitive skills in ways that may be beneficial for education, rehabilitation, or professional development, in fields as diverse as surgery and flight instruction (Durlach, Kring, & Bowens, 2009; Greenfield, 2009; Newcombe, 2010; Papastergiou, 2009; Rosser et al., 2007).”
Foundations of Game-Based Learning (2015, background): “…and in the types of games boys and girls prefer to play (Lenhart, Smith, Anderson, Duggan, & Perrin, 2015), studies have not found signiﬁcant gender differences in learning or motivational outcomes in educational games (e.g., Annetta, Magnum, Holmes, Collazo, & Cheng, 2009; Papastergiou, 2009).”
Serious games as new educational tools: how effective are they? A meta-analysis of recent studies (2013, methodology): “They are therefore more motivated by game-based than by traditional learning methods (Papastergiou 2009; Radillo 2009; Annetta et al. 2010).”