Learning by playing : video gaming in education

Academic Lessons from Video Game Learning Why Develop Educational Video Games?OVERALL APPEAL ENHANCED COGNITIVE SKILLS What Do We Need to Know About Game Play?Structure of the Book Authors' Note References Two THEORETICAL AND COGNITIVE PERSPECTIVES: HOW SHOULD WE THINK ABOUT LEARNING IN VIDEO GAMES?Virtual to Real Life—Assessing Transfer of Learning from Video Games Transferability of Learning Effects of Learning Content on Transfer Effects of Context on Learning and Transfer Evidence for Far Transfer Evaluating Evidence for Video Game Transfer References The Perceptual and Cognitive Effects of Action Video Game Experience Introduction Spatial Characteristics/Resolution of Vision and Attention Temporal Characteristics/Resolution of Vision and Attention Capacity/FLexibLe Allocation of Attentional Resources Executive Functions Possible Neural Changes Underlying These Effects Exogenous Attention Does Not Appear to Be Strongly Affected by Action Game Experience A Common Mechanism—Faster Integration Summary of the Effects of Action Video Games Lessons for Educational Games References Relations between Video Gaming and Children's Executive Functions Sedentary Video Gaming Exergaming Concluding Thoughts: Transfer to Academics?References Developing Scientific Thinking in the Context of Video Games: Where to Next?Past Research on Video Games and Learning in Science Outlining a New Agenda STEP 1: DEVELOP HIGH-QUALITY LEARNING GAMES STEP 2: SPECIFY MORE PRECISE RESEARCH QUESTIONS STEP 3: IDENTIFY THE SCIENCE EDUCATION PROBLEMS THAT NEED SOLUTIONS STEP 4: SPECIFY THE BIG PICTURE LEARNING GOALS STEP 5: CONSULT THE BASIC RESEARCH ON SCIENTIFIC THINKING STEP 6: SPECIFY LEARNING GOALS, LEARNING ACTIVITIES, GAMES, AND LEARNING OUTCOMES Summary and Conclusions Author Notes Notes References Do Video Games Provide Motivation to Learn?WHAT IS MOTIVATION?History and General Theoretical Assumptions Contemporary Theories of Motivation CAN I DO THIS TASK?DO I WANT TO DO THIS TASK AND WHY?HOW DO INSTRUCTIONAL OR CONTEXTUAL FACTORS SHAPE MOTIVATION?VIDEO GAMES AND MOTIVATION Theoretical Claims about Video Games and Motivation Theoretical Framing of Empirical Studies on Video Games Measurement of Motivation in Video Games Studies Do Video Games Promote Motivation to Learn?Condusions and Future Directions References What We Know About How Experts Attain Their Superior Performance: Implications for the Use of Video Games and Game Training in Schools SCIENTIFIC ANALYSIS OF SUPERIOR AND EXPERT-LEVEL PERFORMANCE An Approach Based on the Study of Reproducibly Superior Performance Finding Representative Tasks and Capturing the Superior Performance of Experts Toward Detailed Accounts of the Development of Expert Performance Implications for Video Game-Based Instruction and Training in Schools References Media Effects, Communication, and Complexity Science Insights on Games for Learning Introduction Traditions of Media Effects Research Communication Research on Media Use and Media Messages USER CONTROL Dynamic Effects of Formal Features Dynamical Systems It Isn't as Easy as It Looks LET SCIENCE INFORM DESIGN STUDY GAMING DYNAMICALLY STUDY GAME USE MOTIVATION LEARNING AS A GAME CHALLENGE Conclusion References The General Learning Model: Unveiling the Teaching Potential of Video Games Introduction Domain-Specific Learning Theories HABITUATION AND DISCRIMINATION CLASSICAL (RESPONDENT) CONDITIONING OPERANT CONDITIONING OBSERVATIONAL LEARNING COGNITIVE LEARNING EMOTIONAL LEARNING The General Learning Model (GLM)SHORT-TERM LEARNING PROCESSES: OVERVIEW AND DETAILED VIEWS Inputs Sensation and Perception Long-Term Processes Transfer Exemplary Dimensions of Video Games Pace Matching The Melding of Instruction, Practice, and Feedback Overlearning and Sequenced Difficulty Motivation for Learning Optimized Massed and Distributed Practice GENERALIZATION AND TRANSFER GAMES, LEARNING, AND EDUCATION References Three GAME DESIGN PERSPECTIVES: HOW SHOULD WE DESIGN EDUCATIONAL VIDEO GAMES?Toward a Playful and Usable Education To Play is to Learn Are Video Games Always Playful?Enabling the Child to Teach the Computer Instead of Having the Computer Teach the Child EMOTIONAL DESIGN, USABILITY, AND GAME FLOW FROM TRANSFER TO PLAYFUL LEARNING EXPERIENCES Author Notes References Educational Video Games: Two Tools for Research and Development Introduction Video Games for Learning Three Approaches to Games and Learning: Behavior, Biology, and Social Interactions Integrating Game Development and Education Evidence-Centered Design: Assessment as a Theoretical Frame Game Jams: Beyond Design Education Applications to Education References Formative Research for Game Design Introduction What Is Formative Research?What the Formative Process Looks Like Using Formative Research to Guide Game Development Research-Led Development STAGE 1: SPEAKERS AND MULTIPLE MEANINGS STAGE 2: IMAGES AND MULTIPLE MEANINGS Building on Formative Feedback Future Steps Conclusion References Transfer of Learning from Video Game Play to the Classroom Introduction Video Games as Learning Environments LEARNING WITH VIDEO GAMES AND USING VIDEO GAMES TO TEACH TRANSFER MOTIVATION AND SELF-EFFICACY MINDFULNESS, SELF-MONITORING, AND METACOGNITION ASSESSMENT AND FEEDBACK ADVANCES IN GAME TECHNOLOGIES Designing Video Games to Promote and Support Transfer LEARNING FROM VIDEO GAME PLAY TEACHING TRANSFER EXPLICITLY PROBLEM-SOLVING SKILLS MOTIVATION SELF-EFFICACY MINDFULNESS AND SELF-MONITORING METACOGNITION ASSESSMENT AND FEEDBACK Conclusion Authors' Note References Four LEARNING IN PRACTICE: HOW SHOULD WE STUDY LEARNING IN VIDEO GAMES FOR TRANSFER TO ACADEMIC TASKS?Cross-Platform Learning: How Do Children Learn from Multiple Media?Highlights of Results Use of Multiple Media Benefits for Learning Cross-Platform Learning Cross-Platform Learning and the Role of Transfer Implications for the Design of Educational Media Authors' Note Note References Electronic Game Changers for the Obesity Crisis Introduction The Motivational Elements of Gaming Theories to Describe Behavioral Changes and Information Transfer The Obesity Crisis: The Risks of Gaming Gaming as a Tool to Combat the Obesity Crisis Games for Healthy Eating Games for Energy Expenditure Conclusions and Future Research Agenda References Tug-of-War: Seeking Help while Playing an Educational Card Game Help-Seeking in Technical Environments Designing Tug-of-War Tug-of-War and How Children Help Each Other Conclusion References Scientific Inquiry in Digital Games Gaming: A Force to be Reckoned With . . . or a Door to Walk Through?Social Games as Collaborative Learning Environments Designing Games for Learning Communities Classroom Games Free-Choice Games Leveling Up: The Next Steps in Game-Based Learning Research Impulse: A Game for Implicit Learning about Forces and Motion Studying Implicit Learning in Impulse Conclusion Authors' Note References Computer Games and Education: A Multidimensional Relationship Introduction Education and Media Use Differentiating Student Groups in Terms of Education and Media Use Education and Computer Game Playing Computer Games and the Transfer of Learning References Video Games, Motivation, and Learning Introduction Mission: Evolution—Using Video Games to Enhance Informal Science Education Research and Theories Used to Analyze Students' Motivation Student Motivation in the Mission:Knowledge and Beliefs of Science That Might Transfer to Other Academic Settings Authors' Note References Video and Computer Games as Grounding Experiences for Learning Introduction A Historical Simulation Game as Grounding for Future Learning An Archaeological Simulation Game as Grounding for Interpretation Surrogate Role Playing in Second Life as Grounding for Comprehension and Learning Force Feedback Games for Fuller Grounding Transfer of Video and Computer Game Learning References Evaluating the Specificity of Effects of Video Game Training Introduction Prior Meta-analyses of Effects of Video Games on Information Processing Limitations of Previous Meta-analyses Transfer Effects in Experimental Training Studies Training Game Type Information-Processing Domain Reliability of Moderators Computation and Analysis of Effect Sizes Overall Effects EFFECTS OF GAME TYPE ON INFORMATION-PROCESSING DOMAINS Transfer of Game Training Across Information-Processing Domains Applying Findings to Education and Cognitive Training Future Directions Authors' Notes Notes References Games in a Digital Age: Supporting a New Ecology of Learning1,2 Something Old, Something New: Anchoring a Modern Family Ecology Gone Digital: How Children Now Play . . . and Learn Digital Games: One Opportunity to Harness Digital Technology for Learning Toward a New Research and Policy Framework Next Steps: The Potential of Digital Games for Healthy Development and Learning The Nation’s Literacy Crisis The Engagement Crisis The STEM and College Graduation Crises Cooperative Learning Development of Twenty-First-Century Skills Condusion Notes References