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Computer Games for Learning:An Evidence-Based Approach

Cover Image Copyright Year: 2014
Author(s): Mayer, R.
Publisher: MIT Press
Content Type : Books & eBooks
Topics: Computing & Processing (Hardware/Software) ;  General Topics for Engineers (Math, Science & Engineering)
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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 the learning outcomes of students who learn material by playing a game to those of students who learn the same material using conventional media.

After introduct ry 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.

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      Front Matter

      Mayer, R.
      Computer Games for Learning:An Evidence-Based Approach

      Copyright Year: 2014

      MIT Press eBook Chapters

      This chapter contains sections titled: Half Title, Title, Copyright, Dedication, Contents, Preface, Acknowledgments View full abstract»

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      Introduction

      Mayer, R.
      Computer Games for Learning:An Evidence-Based Approach

      Copyright Year: 2014

      MIT Press eBook Chapters

      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 the learning outcomes of students who learn material by playing a game to those of students who learn the same material using conventional media.

      After introduct ry 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.

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      Introduction: Taking an Evidence-Based Approach to Games for Learning

      Mayer, R.
      Computer Games for Learning:An Evidence-Based Approach

      Copyright Year: 2014

      MIT Press eBook Chapters

      This chapter contains sections titled: What Are Games for Learning?n Three Questions about Games for Learning, What Is an Evidence-Based Approach?, Potential Benefits and Drawbacks of Games for Learning, Four Roles in the Field of Games for Learning, What Proponents Say: The Claims Are Strong, What Researchers Say: The Evidence Is Weak, Historical Overview of Game Research, References View full abstract»

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      Method: Conducting Scientific Research on Games for Learning

      Mayer, R.
      Computer Games for Learning:An Evidence-Based Approach

      Copyright Year: 2014

      MIT Press eBook Chapters

      This chapter contains sections titled: Three Designs for Research on Game Effectiveness, Four Goals of Game Research, Six Principles of Scientific Research in Education, Three Characteristics of Experimental Research on Game Effectiveness, Eight Ways to Conduct a Useless Study on Game Effectiveness, Role of Effect Size in Game Research, Note, References View full abstract»

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      Theory: Applying Cognitive Science to Games for Learning

      Mayer, R.
      Computer Games for Learning:An Evidence-Based Approach

      Copyright Year: 2014

      MIT Press eBook Chapters

      This chapter contains sections titled: Applying Cognitive Science to Learning with Games, How Games Affect Learning, How Games Affect the Motivation to Learn, Conclusion, References View full abstract»

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      Evidence

      Mayer, R.
      Computer Games for Learning:An Evidence-Based Approach

      Copyright Year: 2014

      MIT Press eBook Chapters

      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 the learning outcomes of students who learn material by playing a game to those of students who learn the same material using conventional media.

      After introduct ry 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.

      View full abstract»

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      Examples of Three Genres of Game Research

      Mayer, R.
      Computer Games for Learning:An Evidence-Based Approach

      Copyright Year: 2014

      MIT Press eBook Chapters

      This chapter contains sections titled: Three Genres of Game Research, Examples of the Value-Added Approach, Examples of Cognitive Consequences Research, Examples of Media Comparison Research, Advantages and Disadvantages of Each Genre of Game Research, Note, References View full abstract»

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      Value-Added Approach: Which Features Improve a Game's Effectiveness?

      Mayer, R.
      Computer Games for Learning:An Evidence-Based Approach

      Copyright Year: 2014

      MIT Press eBook Chapters

      This chapter contains sections titled: Introduction, Method, Results, Discussion, References View full abstract»

    • Full text access may be available. Click article title to sign in or learn about subscription options.

      Cognitive Consequences Approach: What Is Learned from Playing a Game?

      Mayer, R.
      Computer Games for Learning:An Evidence-Based Approach

      Copyright Year: 2014

      MIT Press eBook Chapters

      This chapter contains sections titled: Introduction, Method, Results, Discussion, References View full abstract»

    • Full text access may be available. Click article title to sign in or learn about subscription options.

      Media Comparison Approach: Are Games More Effective Than Conventional Media?

      Mayer, R.
      Computer Games for Learning:An Evidence-Based Approach

      Copyright Year: 2014

      MIT Press eBook Chapters

      This chapter contains sections titled: Introduction, Method, Results, Discussion, References View full abstract»

    • Full text access may be available. Click article title to sign in or learn about subscription options.

      Conclusion

      Mayer, R.
      Computer Games for Learning:An Evidence-Based Approach

      Copyright Year: 2014

      MIT Press eBook Chapters

      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 the learning outcomes of students who learn material by playing a game to those of students who learn the same material using conventional media.

      After introduct ry 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.

      View full abstract»

    • Full text access may be available. Click article title to sign in or learn about subscription options.

      The Future of Research on Games for Learning

      Mayer, R.
      Computer Games for Learning:An Evidence-Based Approach

      Copyright Year: 2014

      MIT Press eBook Chapters

      This chapter contains sections titled: Research Summary: Where We Are Coming From, Research Agenda: Where We Are Going, Research Detours: Where Not to Go, References View full abstract»

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      About the Author

      Mayer, R.
      Computer Games for Learning:An Evidence-Based Approach

      Copyright Year: 2014

      MIT Press eBook Chapters

      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 the learning outcomes of students who learn material by playing a game to those of students who learn the same material using conventional media.

      After introduct ry 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.

      View full abstract»

    • Full text access may be available. Click article title to sign in or learn about subscription options.

      Name Index

      Mayer, R.
      Computer Games for Learning:An Evidence-Based Approach

      Copyright Year: 2014

      MIT Press eBook Chapters

      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 the learning outcomes of students who learn material by playing a game to those of students who learn the same material using conventional media.

      After introduct ry 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.

      View full abstract»

    • Full text access may be available. Click article title to sign in or learn about subscription options.

      Subject Index

      Mayer, R.
      Computer Games for Learning:An Evidence-Based Approach

      Copyright Year: 2014

      MIT Press eBook Chapters

      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 the learning outcomes of students who learn material by playing a game to those of students who learn the same material using conventional media.

      After introduct ry 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.

      View full abstract»