Establishing a Science of Game Based Learning

While preliminary evidence from literature reviews supports the potential effectiveness of learning through electronic games (Garris, Ahlers, & Driskell, 2002; Gopher, Weil, & Bareket, 1994; Green & Bavelier, 2003; Knerr, Simutis & Johnson, 1979; Sims & Mayer, 2002; Vogel, et al., 2006), considerable theoretical and empirical work is still needed (Hays, 2005; O’Neil, Wainess, & Baker, 2005). Specifically of interest are the elements that differentiate games from other types of technologies used in learning and training settings; primarily simulations and virtual worlds. The purpose of this chapter is to provide a foundational perspective from which a research agenda for studying games for education and training may be drawn. General conclusions from the science of learning serve as a basis to support the idea that games have the potential to teach and abstract

[1]  R. W. White.  Motivation reconsidered: the concept of competence. , 1959, Psychological review.

[2]  J. Bruner,et al.  The role of tutoring in problem solving. , 1976, Journal of child psychology and psychiatry, and allied disciplines.

[3]  A. Bandura.  Self-efficacy: toward a unifying theory of behavioral change. , 1977, Psychological review.

[4]  E. A. Locke,et al.  Goal setting and task performance: 1969–1980. , 1981 .

[5]  Timothy T. Baldwin,et al.  TRANSFER OF TRAINING: A REVIEW AND DIRECTIONS FOR FUTURE RESEARCH , 1988 .

[6]  P. Ackerman,et al.  Motivation and cognitive abilities: an integrative/aptitude-treatment interaction approach to skill acquisition , 1989 .

[7]  Marilyn E. Gist,et al.  EFFECTS OF ALTERNATIVE TRAINING METHODS ON SELF-EFFICACY AND PERFORMANCE IN COMPUTER SOFTWARE TRAINING , 1989 .

[8]  J. Mathieu,et al.  Meeting trainees' expectations: The influence of training fulfillment on the development of commitment, self-efficacy, and motivation. , 1991 .

[9]  Jennifer A. Epstein,et al.  Winning is Not Enough: The Effects of Competition and Achievement Orientation on Intrinsic Interest , 1992 .

[10]  D. Gopher,et al.  Transfer of Skill from a Computer Game Trainer to Flight , 1994 .

[11]  Edward L. Deci,et al.  Elements of the Competitive Situation that Affect Intrinsic Motivation , 1996 .

[12]  Erzsébet Németh,et al.  Gender Differences in Reaction to Public Achievement Feedback , 1999 .

[13]  Peggy A. Ertmer,et al.  Self-Regulatory Processes During Computer Skill Acquisition : Goal and Self-Evaluative Influences , 1999 .

[14]  E. Deci,et al.  A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. , 1999, Psychological bulletin.

[15]  E. Deci,et al.  Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. , 2000, The American psychologist.

[16]  Ralph Schroeder,et al.  Small-Group Behavior in a Virtual and Real Environment: A Comparative Study , 2000, Presence: Teleoperators & Virtual Environments.

[17]  Amy L. Baylor,et al.  Beyond Butlers: Intelligent Agents as Mentors , 2000 .

[18]  James E. Driskell,et al.  Games, Motivation, and Learning: A Research and Practice Model , 2002 .

[19]  R. Mayer,et al.  Domain specificity of spatial expertise: The case of video game players. , 2002 .

[20]  R. Mayer,et al.  Three Facets of Visual and Verbal Learners: Cognitive Ability, Cognitive Style, and Learning Preference. , 2003 .

[21]  C. S. Green,et al.  Action video game modifies visual selective attention , 2003, Nature.

[22]  Dave J. Hobbs,et al.  Embodiment and copresence in collaborative interfaces , 2004, Int. J. Hum. Comput. Stud..

[23]  R. Mayer.  Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction. , 2004, The American psychologist.

[24]  R. Mayer,et al.  Personalized messages that promote science learning in virtual environments , 2004 .

[25]  H. O'Neil,et al.  Classification of learning outcomes: evidence from the computer games literature , 2005 .

[26]  Michelle F. Wright,et al.  Computer Gaming and Interactive Simulations for Learning: A Meta-Analysis , 2006 .

[27]  Marilyn E. Gist,et al.  EFFECTS OF SELF‐EFFICACY AND POST‐TRAINING INTERVENTION ON THE ACQUISITION AND MAINTENANCE OF COMPLEX INTERPERSONAL SKILLS , 2006 .