A systematic literature review of empirical evidence on computer games and serious games

By T. Connolly, Elizabeth A. Boyle, E. MacArthur, Thomas Hainey, James M. Boyle. Comput. Educ., 2012

2,713 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/d935b1ef94761081aa2bcafd0bcb2ed87f72f626

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In Developmental and Educational Psychology

In Education

In Sociology and Political Science

Citations in the corpus

Learning cultural heritage by serious games (2014, background): “A recent overview performed in the broader field of SGs for learning confirms this conclusion [39].”
The effect of gamification on motivation and engagement (2018, background): “Serious gaming is a broader term used to describe games intended for education, industry, training and stimulation (Connolly et al., 2012).”
Gamification for Engaging Computer Science Students in Learning Activities: A Case Study (2014, background): “Among the most successful approaches are digital games because they can potentially create engaging learning experiences for students when coupled with effective pedagogy [6], [7], [8].”
A systematic literature review of games-based learning empirical evidence in primary education (2016, background): “Addressing concerns Connolly et al. (2012) undertook an extensive systematic literature review of empirical evidence about the positive impacts and outcomes of computer games and GBL with respect to learning and engagement.”
Meta-Analysis of Action Video Game Impact on Perceptual, Attentional, and Cognitive Skills (2018, background): “…Patston, & Tippett, 2013; Oei & Patterson, 2014; Spence & Feng, 2010), even when the focus was not directly relevant to the present meta-analysis (Connolly et al., 2012; Sitzmann, 2011; Tobias et al., 2011; Vogel et al., 2006; Wouters, van Nimwegen, van Oosten-dorp, & van der Spek, 2013; Young…”
Are Games Effective Learning Tools? A Review of Educational Games (2018, neutral): “…in education such as content analyses, case studies and ethnologies and with other approaches such as neurological studies and social network analyses to provide a level of granularity that supports better learning design and an improved student experience, through modelling social behaviours.”
Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness (2013, background): “Regarding DGBL, it is not uncommon for learners to be instructed to use the environment in a playful way, with no explicit mention of the educational goals (Connolly et al., 2012), thus presumably placing them in an incidental learning situation.”
Game-Based Learning in Science Education: A Review of Relevant Research (2013, methodology): “Only few studies provided review on aspects other than learning outcomes (e.g., game genre, purpose of game, study design, learning domain, and target learners) (Connolly et al. 2012; Hwang and Wu 2012).”
Effects of video-game play on information processing: A meta-analytic investigation (2013, background): “With “ serious ” educational games emerging as a core component of the gaming industry (Charsky, 2010; Connolly, Boyle, MacArthur, Hainey, & Boyle, 2012), it will be essential for research to evaluate whether the alleged benefits of serious game use are more than just hype (cf. DeLoache et al.,…”
A Meta-Analysis of Serious Digital Games for Healthy Lifestyle Promotion (2014, background): “Serious games are theorized to derive their learning effects from at least three sources: 1) by creating immersion or transportation, a state in which the player becomes absorbed in the play without disbelief, while creating personally relevant experiences and deep affection for the characters; 2) b”
A Meta-Analysis of Use of Serious Games in Education over a Decade (2019, neutral): “The quality of publications was assessed by a 5-point criterion [3]: (1) quality of research design for answering research questions.”
What Is the State of theArt of Systematic Reviewin Engineering Education? (2015, background): “We highlight four reviews that were especially complete in their acknowledgement of limitations of their systematic review (Connolly et al., 2012; Kadiyala & Crynes, 2000; Li & Ma, 2010; Uttal et al., 2013).”