Research+Articles


 * 1) The subject group studied (K12, higher ed, other) and size (n=?)
 * 2) A 30 word annotation.
 * 3) Basic outcomes: supports games, refutes games, neutral.
 * 4) A complete citation.
 * 5) Your name!

A. 1. Subject group: Adults in Businesses: A sample of 120 participants was used in the study.

2. The purpose of this study was to determine the effectiveness of training through simulations and gaming by comparing the measures used to assess learning. Objective measures were compared to self-assessed measures.

3. The research showed a significant correlation between the objective measures and the self-assessed measures of knowledge. The results also __support that simulations provide an alternative way to enhance learning.__

** 4. Comparing Objective Measures and Perceptions of Cognitive Learning in an ERP ** ** Simulation Game ** ** : ** ** A Research Note ** // Simulation & Gaming // //, // // August 2012 // // ; //  // vol. //  // 43 // // , //  // 4 // // : //  // pp. //  // 461 // // - // // 480 // // ., //  // first published on // // February 20, 2012 //

5. Glenda Allen

B. 1. The study analyzed twenty games, selected based on their visibility on Google search engine, to understand how games are currently used for “learning for sustainability.

2. “Educating for sustainability demands learning approaches and environments that require the development of systems thinking and problem-solving, rather than solely the acquisition of factual knowledge. When designed with complexity in mind, digital games present a high potential to facilitate sustainability learning.”

3. The study would __support the use of gaming in learning__ as a way to foster sustainability in learning. In order for this to happen, though, the games need to be designed with complexity in mind. However, complex system dynamics were not as common as would be expected, given the educational aims of the games analyzed.

4. Sustainability **Learning** through **Gaming**: An Exploratory Study. Carlo Fabricatore and Ximena López Electronic Journal of e- ** Learning **. 2012, Vol. 10 Issue 2, p209-222. 14p.

5. Glenda Allen

C. 1. 72 Middle school students

2. This study explored middle school students’ preference for playing video games and the possible implications for methods of teaching. Middle school students prefer to work in groups motivated by companionship, collaboration, competition, and challenge; all found in multi-player games.

3. This article would suggest that __gaming is not only relevant, but needed__. The article concludes showing the relevance of using video games to emphasize 21st century skills in learners.

4 . Collaboration, Engagement & Fun: How Youth Preferences in Video **Gaming** can Inform 21st Century Education. TechTrends: Linking Research & Practice to Improve ** Learning **. Nov2011, Vol. 55 Issue 6, p49-54. 6p.

5. Glenda Allen

=Learning in A Game-Based Virtual Environment: A Comparative Evaluation in Higher Education=

1.The subject group studied was 1000 students in higher education (post-secondary); n=1000

2. This study focuses on the requirements for a comparative evalutaion model for simulation and serious games in an educational environment. This study was completed using 500 data sets and 230 databases.

3. Basic outcomes are that the level of satisfactions and breadth of knowledge gained from the use of gaming are directly tied to the link between the games and learning content. Highly interactive games with strong correlation to content acheived best resutls, which means that this piece neither supports nor refutes gaming but simply maintains a neutral status.

4. European Journal of Engineering **Education**. Mar2013, Vol. 38 Issue 1, p85-106. 22p. 3 Diagrams, 14 Charts.

5. Mwannesi Wade

=Using Social Impact Games (SIGs) to Support Constructivist Learning: Creating a Foundation for Effective Use in the Secondary Social Studies Education=

1.The subject group studied was 9-12 Social Studies Students

2. This study focuses on how games can provide instructional support in Social Studies classrooms at the secondary level. It approaches this concept in the context of constructivist teaching philosophy/methods.

3. Basic outcomes include the idea that learning occurs best when young learners have the opportunity to interact with knowledgeable adults and not with gaming, so it refutes the use of educational and instructional games as core learning tools.

4.Summer2013, Vol. 133 Issue 4, p434-438. 5p. 5 Charts, 1 Graph

5. Mwannesi Wade = = =Video Games in Education: Why They Should Be Used and How They Are Being Used=

1.The subject group studied was K-20 (Kindergarten through post-grad) and the size was n=75 (60 students and 15 teachers)

2. This study focuses on the "Net Generation" (learners ages K-20), who are forced to work through an academic system that is out of touch with today's media saturated learners.

3. Basic outcomes include the idea that video games cannot be a complete replacement for good teaching in and of themselves but that they can enhance and increase the value of education for today's generation. Outcomes showed that use of the five senses impact memory while video games only incorporate two of the five senses (sight and sound). Research done on haptic feedback (touch) also showed that touch serves as a framework. Other outcomes include the idea that moving away from hard copy texts towards wikis, blogs, forums and PDFs made available in soft copy are more environmentally sound and technically appropriate than hard copies and books. Studies also suggest that virtual learning (distance, online, homeschool, etc.) will increase exponentially in the years to come with the use of gaming components becoming a more necessary part of this in order to increase engagement and enhance the learning experience. Ultimately, this supports games.

4. Summer2008, Vol. 47 Issue 3, p229-239. 11p. 2 Black and White Photographs, 1 Chart.

5. Mwannesi Wade


 * "Utilizing Instructional Games an an Innovative Tool to Improve Science Learning Among Elementary School Students" **


 * 1. ** **Subject Group:**

16 students (10 first grade students from Atlanta; 6 kindergarten students from Baltimore; 3 Baltimore elementary teachers)

2. **Annotation:**

Dr. Patrice Juliet Pinder writes that over the last 2 decades, researchers investigated the effects of games on high school and university students’ academic performance and motivation levels. However, Pinder’s quantitative study addresses the effects of using games in the elementary school classroom.

Pinder’s study was guided primarily by two questions: 1. Is the use of game board activities effective or ineffective in improving the science performance and motivation levels of younger students, 2. Is there a difference between kindergarten and first grade students’ test scores pre and post game application.

The first part of the research for this study was conducted in Atlanta between February 13, 2006 and May 1, 2006. The second part of the research was conducted November 26, 2007 in Baltimore. The quantitative study utilized 16 students (10 first grade students from Atlanta, 6 kindergarten students from Baltimore, and 3 Baltimore elementary school teachers). Researchers distributed pre-tests, post-tests, and administered a brief questionnaire to the teachers.

Results for this study indicate that although the use of games in combination with classroom lectures appeared more beneficial for first grade students than for kindergarten students, the use of instructional games positively influenced all students' academic performance. Additionally, the teachers found the use of games in combination with classroom lectures to be “highly effective” in helping their students understand basic science concepts.


 * 3. Basic Outcomes: **

This study provides support for the use of instructional games to support learning in elementary school classrooms. Results indicate that although the use of games in combination with classroom lectures appeared more beneficial for first grade students than for kindergarten students, the use of instructional games positively influenced all students' motivation and academic performance. Additionally, the teachers involved in the study found the use of games in combination with classroom lectures to be “highly effective” in helping their students understand basic science concepts. This study encourages future research to be conducted and provides suggestions for the use of instructional games across the elementary school curriculum.


 * 4. Citation **

PINDER P. UTILIZING INSTRUCTIONAL GAMES AS AN INNOVATIVE TOOL TO IMPROVE SCIENCE LEARNING AMONG ELEMENTARY SCHOOL STUDENTS. //Education// [serial online]. Summer2013 2013;133(4):434-438. Available from: Professional Development Collection, Ipswich, MA. Accessed October 10, 2013.


 * 5. Erika Moore**


 * 1. Subject Group: **

21 first year students at the University of Western Canada enrolled in a secondary mathematics methods course. The 21 preservice teachers (10 male, 11 female) ranged in age from 20 to 45 years of age.


 * 2. Annotation: **

Dr. Qing Li, Collette Lemieux, Elise Vandermeiden, and Shahista Nathoo took a case study approach as they examined the experience of 21 preservice teachers working individually or in small groups to design and build an educational digital game that focused on algebra. Three sets of data were collected in this study: open ended pre- and post- surveys, games created by preservice teachers, and follow up interviews with selected participants. The pre-surveys were conducted the first week of the semester and the post-surveys were conducted at the end of the semester. The study investigated how preservice teachers’ perceptions of digital games evolved through the process of designing and building their own educational games; the knowledge and reasoning skills that preservice teachers incorporated into their games; and the 21st century skills involved in the game design and implementation process. Li, Lemieux, Vandermeiden, and Nathoo suggest that learning as digital game design and building is an effective teaching tool because students are already interested in games and educators can utilize this interest in the classroom by encouraging students to problem solve and think creatively to design, develop, and build their own digital games.


 * 3. Basic Outcomes:**

1. The first question this study sought to answer stated: “How did game design and building experience affect teacher’s perceptions.”

The surveys conducted in this study revealed the game design experience changed teachers’ perceptions about the challenges they would face when completing their games. For example, before the project, 62% of the preservice teachers believed the greatest challenge would becoming up with a game design that would be engaging for students and educational. However, after the project, the majority of preservice teachers reported that their biggest challenge was in programming or rather, translating their ideas into a game. Additionally, the game design experience changed teachers’ perceptions about the academic benefit of the project for students. Before the project, the majority of preservice teachers believed the benefit would be that game design would push their students to gain a deep understanding of the mathematics content in order to design their own games. However, after the project, the majority of preservice teachers believed the game design process provided opportunities for students to practice important problem solving skills.

2. The second question this study sought to answer stated: “What pedagogical areas and cognitive skills did teachers incorporate into their games?”

The study evaluated the teacher games using both pedagogical rubric and a cognitive rubric. The pedagogical rubric focused on representation, active learning, exploration and reasoning, engagement/motivation, participation, and ease of play. The cognitive rubric was adapted from the revised Bloom’s Taxonomy and evaluated the depth of thinking skills required to play the game.

Research from this study reported that the majority of the teachers’ games met or exceeded expectations for the educational areas measured by both the pedagogical and cognitive rubrics. Additionally, researches identified a link between pedagogical and cognitive skills in this study. For example, teacher games that received a high score on the pedagogical rubric often received a high score on the cognitive rubric as well. Thus, teachers who designed effective mathematical questions were also encouraging players use higher cognitive skills to complete the game.

3. The third question this study sought to answer: “What kinds of 21st century skills were demonstrated in the teacher’s game design and building experience?” Research results in this study suggests that game design enabled teachers to use 21st century skills such as: creativity; innovation; critical thinking and problem solving skills, communication skills, information literacy skills; flexibility and adaptability; media literacy; and finally, perseverance.

In conclusion, research findings in this study supports the use of game design as a learning tool as it provides students and teachers alike with the freedom to discover, to persevere through difficulties, apply creativity, collaborate with others, utilize important pedagogical and cognitive skills, and enhance confidence.


 * 4. Citation:**

Qing L, Lemieux C, Vandermeiden E, Nathoo S. Are You Ready to Teach Secondary Mathematics in the 21st Century? A Study of Preservice Teachers' Digital Game Design Experience. //Journal Of Research On Technology In Education// [serial online]. Summer2013 2013;45(4):309-337. Available from: Business Source Premier, Ipswich, MA. Accessed October 10, 2013.

_
 * 5. Erika Moore**

__**1. Subject Group: **__

__ The subjects in the first study included 41 second grade students (24 male and 17 female) from 2 classes in a public elementary school near a large city in the Midwest. Students were primarily upper-middle class, 28 students were white, seven were Asian, two were African–American and four were “other.” __ __ The subjects in the second study included the 41 students from the first study as well nine additional students from a third class of second grade students in the same school. The 50 second graders from three classes included 28 male and 22 female students. School records indicated race/ethnicity of the students as follows: 31 white, 6 African-American, 8 Asian, 1 Hispanic, and 4 were listed as “other.” __

__** 2. Annotation: **__

__ The purpose of this study was to investigate the effect of game technology on student learning in mathematics. Two quantitative studies were conducted. The **first study** focused on two primary questions: 1. How do students’ performances vary between technology based and a paper-based game during a 5 week period;and 2. How do students’performances differ when they play the game two times per week compared with playing more than three times per week during a 13 week period. __

__ The first study included 41 second graders from two classes. One class became the GB (GameBoy) group and the other class became the CG (flashcard and GameBoy) group. The students in the GB group used the //Skills Arena// program, a software program designed to teach students basic arithmetic skills using the GameBoy. The //Skills Arena// program allows students to create their own character identities, select a game type from three choices, select an arithmetic task, and select a speed level from 6 choices. Additionally, as students answer questions, the game provides them with immediate feedback about their answer and displays a performance summary at the end of each game. The students in the CG, flashcard and GameBoy group, used paper flashcards with a partner for the first 5 weeks and then switched to the GameBoy for 13 weeks. __

__ The students in the GB group used the GameBoy for 15 minutes in math class for the first 5 weeks and 15 minutes twice a week for 13 weeks. In contrast, the students in the CG group used paper flashcards with a partner for 15 minutes in math class for the first 5 weeks and 15 minutes more than three times a week for 13 weeks. A test was administered to both groups before the study began, after the 5 and 13 week periods, and a final assessment was given to both classes at the end of the study. __

__ The **second quantitative study** that researchers conducted focused on the relationship between student characteristics (such as gender, ethnicity, attitude toward mathematics, attitude toward the game, and game performance) and student learning through the use of game technology. The subjects in the second study included the 41 students from the first study as well nine additional students from a third class of second grade students in the same school. __ __ In the second study, researchers measured students’ attitudes towards mathematics using a survey. Teachers read 23 positive/negative statements about student attitudes towards mathematics and the students responded with “yes” or “no” on their answer sheets. Additionally, students in all three groups in the second study used the GameBoy //Skills Arena// software. The first class of second graders played the GameBoy 3 times per weeks for 5 weeks and 2 times per week for 13 weeks. The second class of second graders played the GameBoy more than 3 times per week for 13 weeks, and finally, the third class of second graders played the GameBoy more than 4 times per week for 8 weeks. Researchers investigated data collected through the student survey, student game scores, and a final assessment administered to all three classes in this study. __

__** 3. Basic Outcomes: **__

__ Results from the first study indicate that in the initial 5 week period, students who used the technology based game achieved higher assessment scores than those who did not. Additionally, after the 5 week period, students who used the GameBoy more than three times per week achieved higher assessment scores than those who only used the game twice a week. __

__ Results from the second study indicate that student performance using the GameBoy technology positively influenced students’ scores on the arithmetic assessment. Students who had a higher score on the GameBoy technology and a positive attitude about mathematics were more likely to achieve higher scores on the assessment regardless of gender, ethnicity, or attitude towards the GameBoy game. __

__ In conclusion, results from both studies provide evidence that the use of game technology positively impacts students’ learning and academic achievement. __

__** 4. Citation **__

__ Shin N, Sutherland L, Norris C, Soloway E. Effects of game technology on elementary student learning in mathematics. //British Journal Of Educational Technology// [serial online]. July 2012;43(4):540-560. Available from: Academic Search Complete, Ipswich, MA. Accessed October 10, 2013. __

__** 5. Erika Moore **__ __

The Coaching Cycle: A Coaching-by-Gaming Approach in Serious Games: 1.) The researchers looked at two studies of serious games used in training Swedish soldiers and firefighters, respectively. Group sizes were not provided.

2.) The goal of the researchers was to examine how learning was enhanced through instructors taking on the role of co-players in order to act as in-game coaches when training professionals to perform dangerous, complex tasks.

3.) Researchers felt that the studies indicated a promising approach to improving learning outcomes and stated that their further work would include developing requirements for a system in which AI (artificial intelligence) would assist in-game coaches in giving feedback to players.

4.) Taylor, Backlund, and Niklasson. “The Coaching Cycle: A Coaching-by-Gaming Approach in Serious Games.” Simulation & Gaming, 43(5) 648–672. SAGE. Web. 8 Oct. 2013

5.) submitted by Edgar "Tim" Canty

Learn English or die: The effects of digital games on interaction and willingness to communicate in a foreign language: 1.) Fourth-year undergraduate IT students, between 21-26 years of age, at a university in Thailand, (n=16) 1 0 male and 6 female.

2. ) The goal of the researchers was to examine the how playing a MMORPG (Massively multiplayer online role-playing game) affects the willingness of a learner to communicate as well as the quantity and quality of second language production.

3.) The results showed that student participation increased in both verbal and written communication. In responses to questionnaires, participants reported that they felt the game lowered their anxiety and increased their willingness to communicate.

4.) Reinders and Wattana. “Learn English or die: The effects of digital games on interaction and willingness to communicate in a foreign language.” Digital Culture & Education ( [|__http://www.digitalcultureandeducation.com/__] ) 15 April, 2011. vol:3 iss:1 pg:4. Web accessed 8 Oct. 2013

5.) submitted by Edgar "Tim" Canty

The Effect of Interactivity with a Music Video Game on Second Language Vocabulary Recall. 1.) Undergraduates between the ages 18-24 from a computer science university in rural Japan participated,(n=80), 65 males, 15 female.

2.) Researchers examined the effect of the degree of interaction(playing vs watching) on immediate and delayed vocabulary recall. One subject played an English language music video game for twenty minutes while a second subject watched the gameplay.

3.) While both players and watchers recalled vocabulary from the game, players recalled significantly less than watchers. The researchers attribute a possible reason for the difference being the cognitive load of the gameplay.

4.)deHaan, Reed, and Kuwada. "The Effect of Interactivity with a Music Video Game on Second Language Vocabulary Recall.” Language Learning & Technology. June 2010, Volume 14, Number 2, pp. 74 –94. Web accessed 8 Oct. 2013 [|__http://llt.msu.edu/vol14num2/dehaanreedkuwada.pdf__]

5.) submitted by Edgar "Tim" Canty

Raphael, Chad, Christine M. Bachen, and Pedro F. Hernández-Ramos. "Flow and Cooperative Learning in Civic Game Play." //New Media & Society// 14.8 (2012): 1321-338. Students in each class were randomly assigned to play individually (n=44) or in same-sex pairs (n=52) The study was done on undergraduate college students; but the study focused on the integration of flow, cooperative learning, and civics. This could impact games for any grade level. The outcome supports merging flow and cooperative learning in civic game play to increase empathy. There were some limitations to the study, therefore further research is needed.

Most studies on flow regard individuals. Cooperative learning suggests groups. Both increase student participation and learning. The researchers did a study merging the two while playing a civics game to see if it could be done to increase empathy and ethical reflection because students have a positive reaction to computers. Katherine (Kitty) Shippen

"Our Princess Is in Another Castle." //Review of Educational Research// 82.1 (2012): 61-89. //SAGE//. Web. 7 Oct. 2013 The article looks at trends in gaming in education and academic achievement for grades k-12.

(n=?) - After reviewing 300+ articles their findings were some evidence for the effects of video games on language learning, history, and physical education, but little support for the academic value of video games in science and math.

The article stated that there are many interesting games but not a lot of proof that shows positive learning outcomes. There are many suggestions in the article. The bottom line is that researchers need to look at how to examine video games and their educational implications. Things may not have been taken into consideration like fine motor control.

Kitty Shippen

Kee, K. "Computerized History Games: Narrative Options." //Simulation & Gaming// 42.4 (2011): 423-40. The article is about teaching history to high school student through computer based games. A few years ago I was at the CEC conference in Nashville where I learned about the first immersion game that can be used for high school credit. The presenters said that it would be the future. This article was interesting based on this context because the article was published in 2008, not that much sooner than when I was at the conference. The article chronicled the journey of developing a simulation, action, adventure game that teaches history. There were some challenges both technologically and to make sure the game accurately portrays the past. The end result was to continue creating. Kitty Shippen For each article, tell us:

=**Gaming Research for Technology Education**= Participants included students, teachers, administrators, and parents from around the world. Subjects were from 20 different states and four countries:
 * Alaska || Indiana || North Carolina || South Carolina || Brazil ||
 * Arkansas || Iowa || North Dakota || Texas || Guatemala ||
 * Florida || Maryland || Ohio || Virginia || Jamaica ||
 * Georgia || New Jersey || Oregon || Washington || Virgin Islands ||
 * Illinois || New York || Pennsylvania || Wyoming ||  ||

n=258 155 students 44 teachers 13 parents 9 administrators 37 unknowns (did not fill in the subject information area associated with the study)

This study assesses the use of gaming to teach Science, Technology, Engineering, and Mathematics (STEM) in public education. The intent of the investigation was to identify attitudes about gaming, its use in education, and the need to utilize gaming as an integrator of STEM subject matter into the classroom.

The data collected indicated that gaming can be a useful tool for gaining and maintaining student interest in all areas of STEM education. Participants indicated that many would invite gaming to become a part of the pedagogy used in the schools and as a means to reinforce what is being taught.

Clark, A. C., & Ernst, J. (2009). Gaming Research for Technology Education. //Journal Of STEM Education: Innovations & Research//, 10(1), 25-30.


 * Robert J. (Bob) Leahy, Jr.**

=**The influence of a game making project on male and female learners’ attitudes to computing**= 992 middle school to high school students


 * Age || Male || Female || Total ||
 * 10 ||  4  ||  3  ||  7  ||
 * 11 ||  79  ||  76  ||  155  ||
 * 12 ||  179  ||  156  ||  335  ||
 * 13 ||  74  ||  72  ||  146  ||
 * 14 ||  20  ||  19  ||  39  ||
 * 15 ||  3  ||  0  ||  3  ||
 * 16 ||  8  ||  0  ||  8  ||
 * 17 ||  1  ||  0  ||  1  ||
 * 18 ||  1  ||  0  ||  1  ||
 * Total || 369  ||  326  ||  695*  ||
 * There is a disparity between the total number of pupils completing the questionnaire and the gender and age counts because some children chose not to disclose this information.

This study involved students in the United Kingdom who participated in a program called //Making Games in School//s. Students used a software program called //Adventure Author// which is like a customizable toolbox for creating a simple 3-D role-playing adventure game, based on a fantasy game called //Neverwinter Nights 2//.

The results of this study indicate that both boys and girls in the early years of high school have positive attitudes to computing and want to find out more about it. Boys are more likely to be more strongly positive than girls. However, the attitude survey did not show that the project makes pupils more interested in computers, possibly because they were well disposed towards computers in the first place.

Robertson, J. (2013). The influence of a game making project on male and female learners’ attitudes to computing. //Computer Science Education//, 23(1), 58-83.


 * Robert J. (Bob) Leahy, Jr.**

=Gender-oriented vs. gender-neutral computer games in education= The target population for this study was the two fourth-grade classes at a public elementary school in Columbus, Ohio.

The purpose of this study was to examine student preferences for and performance on gender-oriented versus gender-neutral educational computer games. As a secondary purpose, this looked at the issue of whether educational computer games affect girls’ and boys’ perceptions of the study of mathematics and the relevance of mathematics to their lives.

The participants’ performance on the educational computer games related to the subject of mathematics improved over time in all three of the game-playing sessions and on all three of the games. Prior to the participants’ involvement in the study, math was not perceived as a favorite subject for the majority of the participants, and the subject generally was perceived as difficult and/or boring. While participants did not state explicitly that they found the games to be “meaningful,” they did say that they found the games to be “fun” and “challenging.” Participants also noted that they appreciated the immediate feedback provided by the games.

Mubireek, K. (2003). //Gender-oriented vs. gender-neutral computer games in education//. (Electronic Thesis or Dissertation). Retrieved from https://etd.ohiolink.edu/.


 * Robert J. (Bob) Leahy, Jr.**


 * Researcher Badge-**
 * 1) Higher educational setting with Junior level students at a college n=66 and n=71
 * 2) The study was designed to determine if using games that involved exercise/competition would increase the performance of learning. The researchers hope to find in what situations the use of games are effective.
 * 3) The researchers found that using game materials at the end of the learning process did increase learning levels, but these levels also increased for those who had additional printed learning materials. So, the results were neutral.
 * 4) Kablan, Z. (2010). The Effect of Using Exercise-Based Computer Games during the Process of Learning on Academic Achievement among Education Majors. //Educational Sciences: Theory And Practice//, //10//(1), 351-364.


 * 1) Elementary school children n=76
 * 2) In this study, children were evaluated on a game called Playing with Words where they were given an anagram and were told to rearrange the letters to form another word. The amount of time it took them to solve the puzzle as well as the number of attempts were used to determine success.
 * 3) Researchers found that the child’s performance on this game correlated to their reading fluency levels. So, the outcome supported the use of games as a way to assess children and maybe determine reading levels.
 * 4) Panagiotakopoulos, C., & Sarris, M. (2013). "Playing With Words": Effects of an Anagram Solving Game-Like Application for Primary Education Students. //International Education Studies//, //6//(2), 110-126. doi:10.5539/ies.v6n2p110

Margaret Laketa
 * 1) Elementary children n=28 7 and 8 year olds and 1 female teacher
 * 2) Fourth grade students in Scotland were taught multiplication tables by either using computer based games or without those games.
 * 3) Researchers found that the use of games did increase the child’s learning outcomes, but noted that teacher’s style and approach to learning can affect outcomes and games will not eliminate the role of a teacher.
 * 4) Razak, A., & Connolly, T. (2013). Using Games-Based Learning: How it Influences the Learning Experience and Outcomes of Primary School Children. //International Journal Of Emerging Technologies In Learning//, //8//47-54. doi:10.3991/ijet.v8iS2.2782

Utilizing Instructional Games as an Innovative Tool to Improve Science Learning Among Elementary School Students


 * 1) K12 Students, n=16
 * 2) In this study science lectures were augmented with game board activities to determine their usefulness in general and to compare efficacy among K and Grade 1 students. Students were given a pre test, post test and a delayed post test.
 * 3) The study supported board game activities for the Grade 1 students where mean scores improved from 72.9% on the pre test to 97.6% on the post test. The K students had no recorded scores for the pre test or post test. The study did not compare students who played the game to those who did not.
 * 4) PINDER, P. (2013). UTILIZING INSTRUCTIONAL GAMES AS AN INNOVATIVE TOOL TO IMPROVE SCIENCE LEARNING AMONG ELEMENTARY SCHOOL STUDENTS. Education, 133(4), 434-438.

Marnie Castle

Cooperative-experiential learning: using student-developed games to increase knowledge retention


 * 1) Higher Ed, n=162
 * 2) College students in two intermediate marketing courses were exposed to either a traditional lecture format or an innovative approach where the students themselves formed teams and created games for review.
 * 3) Students utilizing the game format experience higher levels of satisfaction with the course than students in the traditional format. Male students in the game format performed better in both classes, however in one class there was not a statistically significant difference between lecture-based and game-based instruction for female students.
 * 4) Camp, K., Avery, S., & Lirely, R. (2012). Cooperative-experiential learning: using student-developed games to increase knowledge retention. Journal Of Instructional Pedagogies, 91-10.

Marnie Castle

Mobile game-based learning in secondary education: engagement, motivation and learning in a mobile city game.


 * 1) K12, n=458
 * 2) Secondary students in the Netherlands were assigned to two groups to learn historical knowledge of medieval Amsterdam. One group played Frequency 1550, a mobile history game for one day while the control group completed project-based lessons.
 * 3) The outcome of the study was neutral with respect to motivation for History and the Middle Ages but positive on a knowledge test with a students playing the game achieving an average of 60% versus only 36% for the project-based learners.
 * 4) Huizenga, J., Admiraal, W., Akkerman, S., & Dam, G. (2009). Mobile game-based learning in secondary education: engagement, motivation and learning in a mobile city game. Journal Of Computer Assisted Learning, 25(4), 332-344. doi:10.1111/j.1365-2729.2009.00316.x

Marnie Castle