A META-ANALYTIC EXAMINATION OF THE INSTRUCTIONAL EFFECTIVENESS OF COMPUTER-BASED SIMULATION GAMES

By Traci Sitzmann. 2011

853 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/e05ed82bd1c07e54922268ee14472459e5362884

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In Developmental and Educational Psychology

Citations in the corpus

Encouraging intrinsic motivation in management training: The use of business simulation games (2019, background): “In fact, previous research has provided evidence of the positive benefits of using simulation games (Sitzmann, 2011; Vogel et al., 2006).”
Highly automated job interviews: Acceptance under the influence of stakes (2019, neutral): “Nowadays, organizations screen a considerable number of applicants through skype interviews or asynchronous digital interviews (Langer, König, & Krause, 2017), employees take part in elearning sessions (Sitzmann, 2011), and some even train interpersonal skills with a virtual coach (Langer, König, Ge”
A Meta-Analysis of Serious Digital Games for Healthy Lifestyle Promotion (2014, background): “Furthermore, strategies recommended to overcome low reach and adoption of computer-tailored interventions, such as higher interactivity and visual attractiveness (Crutzen et al., 2008, 2011), are inherent in serious games.”
Serious games as new educational tools: how effective are they? A meta-analysis of recent studies (2013, background): “For example, Sitzmann (2011) published a welldocumented meta-analysis of 55 research reports relating to the instructional effectiveness of simulation games.”
A meta-analysis of the cognitive and motivational effects of serious games (2013, methodology): “Our results corroborate other findings indicating that serious games are a more effective than other instruction methods (cf. Sitzmann, 2011; Vogel et al., 2006).”
Effects of Game-Based Learning on Students’ Critical Thinking: A Meta-Analysis (2021, methodology): “We categorized control group instruction as: active, passive, mixed, or none (Sitzmann, 2011).”
Serious Gaming and Gamification Education in Health Professions: Systematic Review (2019, background): “Meta-analyses have suggested that these interventions could significantly enhance learning among school students [49], adult workforce trainees [50], and mixed-age groups with regard to cognitive and attitudinal outcomes [51,52] and knowledge acquisition [53].”
Effectiveness of virtual reality-based instruction on students' learning outcomes in K-12 and higher education: A meta-analysis (2014, background): “A search of the literature revealed three meta-analyses (Lee, 1999; Sitzmann, 2011; Vogel et al., 2006) and a systematic review summarizing qualitative research on 3D virtual worlds (Hew & Cheung, 2010).”
Meta-Analysis of Action Video Game Impact on Perceptual, Attentional, and Cognitive Skills (2018, background): “…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 et al., 2012), to ensure…”
Can emotional intelligence be trained? A meta-analytical investigation (2019, methodology): “We used the training properties identified by Callahan et al. (2003) as well as features of training design identified by Brown and Sitzmann (2011) to categorize and code important training properties.”
Adding immersive virtual reality to a science lab simulation causes more presence but less learning (2017, background): “Some empirical studies and meta-analyses have shown that low-immersion simulations result in better cognitive outcomes and attitudes toward learning than more traditional teaching methods (e.g., Bayraktar, 2001; Bonde et al., 2014; Clark, Tanner-Smith, & Killingsworth, 2016; Merchant et al., 2014; R”
The Gamification of Learning: a Meta-analysis (2019, methodology): “Similar to the approach used by Wouters et al. (2013) in the context of games and Sitzmann (2011) in the context of simulation games, we included the comparison group’s learning arrangement as a potential moderator of effects of gamification on cognitive, motivational, and behavioral learning…”