Learning science through computer games and simulations

By Noah S. Podolefsky. 2012

390 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/e73c83b0457a36b722d681a234f6cfb36c8109f2

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In Developmental and Educational Psychology

In Human Factors and Ergonomics

Citations in the corpus

Digital Games, Design, and Learning (2016, background): “A special issue of Science in 2009 echoed and expanded this call (Hines, Jasny, & Mervis, 2009), as have reports by the National Research Council (Honey & Hilton, 2010; NRC, 2009).”
Putting Education in “Educational” Apps (2015, methodology): “Notably, this approach has been taken in the field of computer-based games (Honey & Hilton, 2011; Mayer, 2014a, 2014b; O’Neil & Perez, 2008; Tobias & Fletcher, 2011), but rarely has the Science of Learning been used to design apps for young children (notable exceptions include DreamBox Learning,…”
Meta-Analysis of Action Video Game Impact on Perceptual, Attentional, and Cognitive Skills (2018, neutral): “…qualitative descriptions of research studies rather than measures of effect size (Connolly, Boyle, MacArthur, Hainey, & Boyle, 2012; Hays, 2005; Honey & Hilton, 2011; Randel, Morris, Wetzel, & Whitehill, 1992; Tobias, Fletcher, & Bediou, 2015; Tobias, Fletcher, Bediou, Wind, & Chen, 2014;…”
Learning Science in Immersive Virtual Reality (2018, background): “Although much more research has been done on educational simulations with desktop VR (e.g., Hilton & Honey, 2011; Merchant, Goetz, Cifuentes, Kenney-Kennicutt, & Davis, 2014), the growing availability of immersive VR technology for education creates a need to determine how immersive VR affects…”
A structural equation modeling investigation of the emotional value of immersive virtual reality in education (2018, background): “VR features: representational fidelity and immediacy of control Research has shown that simulation features play a significant role in mediating the experience of learning and interaction, which in turn improves educational outcomes (Choi and Baek 2011; Dalgarno and Lee 2010; Lee et al. 2010).”
Handbook of Research on Learning and Instruction (2011, methodology): “By using this approach, the researchers aligned their design with the hypothesis that effective feedback should emphasize performance-related information, allowing learners to process relevant performance information in terms of goal actions.”