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Computer games for learning : an evidence-based approach

Author: Richard E Mayer
Publisher: Cambridge, Massachusetts : The MIT Press, [2014]
Edition/Format:   Print book : EnglishView all editions and formats
Database:WorldCat
Summary:
Many strong claims are made for the educational value of computer games, but there is a need for systematic examination of the research evidence that might support such claims. This book fills that need by providing a comprehensive and up-to-date investigation of what research shows about learning with computer games. Computer Games for Learning describes three genres of game research: the value-added approach,  Read more...
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Document Type: Book
All Authors / Contributors: Richard E Mayer
ISBN: 9780262027571 0262027577 9780262324502 0262324504
OCLC Number: 864299569
Description: xvii, 281 pages ; 24 cm
Contents: Introduction: taking an evidence-based approach to games for learning --
Method: conducting scientific research on games for learning --
Theory: applying cognitive science to games for learning --
Evidence --
Examples of three genres of game research --
Value-added research: which features improve a game's effectiveness? --
Cognitive consequences research: what is learned from playing a game? / by Deanne Adams and Richard E. Mayer --
Media comparison research: are games more effective than --
Conventional media?
Responsibility: Richard E. Mayer.

Abstract:

Many strong claims are made for the educational value of computer games, but there is a need for systematic examination of the research evidence that might support such claims. This book fills that need by providing a comprehensive and up-to-date investigation of what research shows about learning with computer games. Computer Games for Learning describes three genres of game research: the value-added approach, which compares the learning outcomes of students who learn with a base version of a game to those of students who learn with the base version plus an additional feature; the cognitive consequences approach, which compares learning outcomes of students who play an off-the-shelf computer game for extended periods to those of students who do not; and the media comparative approach, which compares that learning outcomes of students who learn material by playing a game to those of students who learn the same material by using conventional media. After introductory chapters that describe the rationale and goals of learning-game research as well as the relevance of cognitive science to learning with games, the book offers examples of research in all three genres conducted by the author and his colleagues at the University of California, Santa Barbara; meta-analyses of published research; and suggestions for future research in the field. The book is essential reading for researchers and students of educational games, instructional designers, learning-game developers, and anyone who wants to know what the research has to say about the educational effectiveness of computer games. -- from dust jacket.

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