The Relationship of Online Gaming and Feedback Type in Facilitating Delayed Achievement

Instructional gaming has historically been used as a means of rehearsal and motivation. A majority of research in this area has attempted to identify the most effective method of rehearsal that maximizes student achievement and minimizes information loss over a specified time period. A few studies have suggested that instructional gaming environments have the ability to provide corrective feedback and reinforcement of previously taught information. The author is interested in investigating whether or not instructional online and computer gaming and the use of different forms of feedback produce a significant difference in improving delayed retention of different instructional objectives.

Gaming, Cognitive Style, and Feedback in the Achievement of Learning Objectives

Research has indicated that the depth of information processing is influenced by the type and intensity of rehearsal methods. However, an efficient and effective strategy for employing feedback in online and computer-based educational gaming environments has yet to be determined. In addition, individual differences, such as cognitive style, have been given little consideration in instructional gaming research. This chapter empirically investigates the effect of using selected types of feedback (knowledge of response and elaborative) and gaming methods on delayed retention. The investigation also examines if a relationship exists between the cognitive style (field independent / field dependent) of the learner and the use of instructional gaming, using different forms of feedback.

Rochester Castle MMORPG: Instructional gaming and collaborative learning at a Western Australian school

<span>This paper reports on the first stage of a project to develop and test the use of massively multiplayer online role playing games (MMORPGs) for promoting computer supported collaborative learning through instructional gaming in the high school classroom. Teachers and students of English and Science at Swan View Senior High School, Western Australia were involved in a pilot study as "proof of concept", in which they participated in both game design and game play within a MOO based collaborative virtual environment with a medieval castle theme.</span>

Since Malone's Theory of Intrinsically Motivating Instruction: What's the Score in the Gaming Literature?

Instructional gaming is an alternative strategy that can be used for many applications including tutoring, promotion of self-esteem, and practice of existing skills. The article begins with an overview instructional gaming and discusses the impact of Thomas Malone's theory of intrinsically motivating instruction. Next, we look for common threads in the instructional gaming literature during the last dozen years. Our approach was to systematically examine five categories of articles in order to offer guidance to designers and educators. The article ends with implications of the gaming literature for the future study of gaming and instructional design.

Knowledge-Based Instructional Gaming: GEO

Games have a fascination for people which make them ideal vehicles for instruction of an informal nature. Described here is an instructional game (GEO) in which the user learns elements of Canadian geography as she chases a spy around the country. The game utilizes artificial intelligence approaches to represent and put to use various types of knowledge (knowledge of geography, of tutoring, and of the student). Our experience in designing and refining the game is discussed, as well as prospects for extending this approach to other learning situations.