scholarly journals Learning in educational computer games for novices: The impact of support provision types on virtual presence, cognitive load, and learning outcomes

2012 ◽  
Vol 13 (3) ◽  
pp. 206 ◽  
Author(s):  
Claudia Schrader ◽  
Theo Bastiaens
Keyword(s):  
Cognitive Load ◽  
Learning Outcomes ◽  
Computer Games ◽  
Future Research ◽  
Support Provision ◽  
Educational Computer ◽  
Virtual Presence ◽  
The Impact ◽  
Educational Computer Games ◽  
Support Devices

Embedding support devices in educational computer games has been asserted to positively affect learning outcomes. However, there is only limited direct empirical evidence on which design variations of support provision influence learning. In order to better understand the impact of support design on novices’ learning, the current study investigates how support devices and their type of provision (intrinsic vs. extrinsic) determine games’ effectiveness on learning outcomes. This effectiveness is also related to how the design-type of provision influences learners’ virtual presence and cognitive load. Compared to an educational adventure game without additional support, the results indicate that the game equipped with support devices enhances learning outcomes, although no differences in cognitive load were found. A variation in the design of provision shows no effect. In order to gain a more thorough understanding of support devices and their design for games, additional learner characteristics (e.g., interest) should be considered in future research.<p style="text-indent: 0px; margin: 0px;"> </p>

Computer Games in Education

2019 ◽  
Vol 70 (1) ◽  
pp. 531-549 ◽  
Author(s):  
Richard E. Mayer
Keyword(s):  
Learning Outcomes ◽  
Computer Games ◽  
Value Added ◽  
Future Research ◽  
Control Activity ◽  
Comparison Research ◽  
Media Comparison ◽  
Educational Computer ◽  
Cognitive Consequences ◽  
Educational Computer Games

Visionaries offer strong claims for the educational benefits of computer games, but there is a need to test those claims with rigorous scientific research and ground them in evidence-based theories of how people learn. Three genres of game research are ( a) value-added research, which compares the learning outcomes of groups that learn academic material from playing a base version of a game to the outcomes of those playing the same game with one feature added; ( b) cognitive consequences research, which compares improvements in cognitive skills of groups that play an off-the-shelf game to the skill improvements of those who engage in a control activity; and ( c) media comparison research, which compares the learning outcomes of groups that learn academic material in a game to the outcomes of those who learn with conventional media. Value-added research suggests five promising features to include in educational computer games: modality, personalization, pretraining, coaching, and self-explanation. Cognitive consequences research suggests two promising approaches to cognitive training with computer games: using first-person shooter games to train perceptual attention skills and using spatial puzzle games to train two-dimensional mental rotation skills. Media comparison research suggests three promising areas where games may be more effective than conventional media: science, mathematics, and second-language learning. Future research is needed to pinpoint the cognitive, motivational, affective, and social processes that underlie learning with educational computer games.

Games for Learning

2009 ◽  
pp. 288-303 ◽  
Author(s):  
Elizabeth A. Boyle ◽  
Thomas Connolly
Keyword(s):  
Computer Games ◽  
Learning Needs ◽  
Games For Learning ◽  
New Learning ◽  
Educational Computer ◽  
Males And Females ◽  
Additional Level ◽  
Methods Of Learning ◽  
The Impact ◽  
Educational Computer Games

Developing educational computer games that will appeal to both males and females adds an additional level of complexity to an already complicated process. Schools and universities need to be inclusive and new learning methods and materials should aim to be gender neutral. Traditional computer games are more popular with males than females, although the use of some simple guidelines in developing games for learning should reduce this preference. However females have a more careful and committed approach to learning and may be more willing to try out new methods of learning including computer games. These opposing influences make it difficult to predict how gender will impact on the acceptance of games for learning. There is some evidence that both males and females enjoy the kinds of games that have most potential for learning. The impact of new computer games for learning needs to be evaluated to ensure that they facilitate learning without disadvantaging one gender over the other.

scholarly journals ФОРМУВАННЯ ЛЕКСИЧНОЇ КОМПЕТЕНТНОСТІ УЧНІВ ЗАСОБАМИ КОМП’ЮТЕРНИХ ІГОР У НАВЧАННІ УКРАЇНСЬКОЇ МОВИ

2018 ◽  
Vol 63 (1) ◽  
pp. 47
Author(s):  
Oksana A. Kucheruk
Keyword(s):  
Professional Education ◽  
Computer Games ◽  
Cognitive Activity ◽  
Language Education ◽  
Learning System ◽  
Quality Level ◽  
Motivation For Learning ◽  
Educational Computer ◽  
Lexical Competence ◽  
Educational Computer Games

The article deals with the problem of forming the lexical competence of younger teenage pupils with the use of computer games in the process of learning the Ukrainian language, the ways of its solution and the corresponding methodical recommendations are offered. The importance of creating and using computer games in order to improve the quality level of Ukrainian-language education is substantiated. The essence of the concepts of «lexical competence», «educational computer game» is specified. On the basis of analysis of scientific works, synthesis of educational and methodological ideas, generalization of own experience of pedagogical work the conditions of effective use of educational computer games within the limits of Ukrainian-language education are determined. It has been established that the integration of computer games into the traditional Ukrainian language learning system helps to provide internal motivation for learning, activating pupils ‘cognitive activity, forming general and substantive competencies. It is emphasized that the effectiveness of educational computer games in the language training of students depends on the level of professional education, ICT competence and linguodidactic skill of a teacher-translator. The educational potential of an interactive educational game complex is described, which is to stimulate interest in teaching the Ukrainian language and creates opportunities for the formation of lexical competence on the basis of electronic linguodidactics.

scholarly journals Insights into the expectations of mobility students: the impact of Erasmus in their future professional careers

2017 ◽  
Author(s):  
Margarida M. Pinheiro ◽  
Dora Simões ◽  
Cláudia Amaral Santos ◽  
Sandra Filipe ◽  
Belem Barbosa ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Future Research ◽  
Exploratory Research ◽  
Group Approach ◽  
Professional Career ◽  
Exchange Program ◽  
Professional Careers ◽  
New Learning ◽  
Managerial Implications ◽  
The Impact

At the celebration of its 30th anniversary, Erasmus is recognised as the most successful exchange program ever implemented. The prospects of attaining a common European consciousness challenged the program's ability to blend together knowledge, attitudes and skills in a winning combination. It is no longer sufficient to communicate and integrate: mobility should actively foster skills to support students's professional career at national and international levels. Although literature on mobility is vast and interesting, studies on the impact of the mobility experience in the students' future employability profile rarely provide first-hand data on their expectations in this regard. This exploratory research comprises a qualitative focus group approach with Erasmus students during their exchange period in a Portuguese university and collected some insightful data on how students consider their mobility in terms of new learning outcomes, the professional value of the experience and the development of new skills. Results indicate that students seem to be quite aware of the positive implications of mobility in their professional careers and of the set of skills developed during that period. Overall, this article contributes to demonstrating the importance of assessing skills development during Erasmus mobility experiences. Managerial implications and suggestions for future research are provided.

Practical barriers in using educational computer games

2004 ◽  
Vol 12 (1) ◽  
pp. 18-21 ◽  
Author(s):  
Simon Egenfeldt‐Nielsen
Keyword(s):  
Computer Games ◽  
Educational Setting ◽  
Time Schedule ◽  
Technical Problems ◽  
Teacher Background ◽  
Physical Setting ◽  
Educational Computer ◽  
The Subject ◽  
Strategy Game ◽  
Educational Computer Games

This paper outlines the barriers for using computer games in an educational setting by drawing on a study of a two‐month history course with the historical strategy game Europa Universalis II. The paper draws on the limited earlier literature on the subject to identify classic areas of difficulty. Some of these are time schedule, physical setting, class expectations, teacher background, genre knowledge, technical problems, experience with group work, teacher preparation, perception of games, class size, priority issue. It is concluded that these factors add up to a tremendous workload on teachers that wish to engage with educational computer games and demands that the teacher possesses a variety of skills.

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