Learning by playing : video gaming in education

Academic Lessons from Video Game LearningWhy Develop Educational Video Games?OVERALL APPEALENHANCED COGNITIVE SKILLSWhat Do We Need to Know About Game Play?Structure of the BookAuthors' NoteReferencesTwo THEORETICAL AND COGNITIVE PERSPECTIVES: HOW SHOULD WE THINK ABOUT LEARNING IN VIDEO GAMES?Virtual to Real Life—Assessing Transfer of Learning from Video GamesTransferability of LearningEffects of Learning Content on TransferEffects of Context on Learning and TransferEvidence for Far TransferEvaluating Evidence for Video Game TransferReferencesThe Perceptual and Cognitive Effects of Action Video Game ExperienceIntroductionSpatial Characteristics/Resolution of Vision and AttentionTemporal Characteristics/Resolution of Vision and AttentionCapacity/FLexibLe Allocation of Attentional ResourcesExecutive FunctionsPossible Neural Changes Underlying These EffectsExogenous Attention Does Not Appear to Be Strongly Affected by Action Game ExperienceA Common Mechanism—Faster IntegrationSummary of the Effects of Action Video GamesLessons for Educational GamesReferencesRelations between Video Gaming and Children's Executive FunctionsSedentary Video GamingExergamingConcluding Thoughts: Transfer to Academics?ReferencesDeveloping Scientific Thinking in the Context of Video Games: Where to Next?Past Research on Video Games and Learning in ScienceOutlining a New AgendaSTEP 1: DEVELOP HIGH-QUALITY LEARNING GAMESSTEP 2: SPECIFY MORE PRECISE RESEARCH QUESTIONSSTEP 3: IDENTIFY THE SCIENCE EDUCATION PROBLEMS THAT NEED SOLUTIONSSTEP 4: SPECIFY THE BIG PICTURE LEARNING GOALSSTEP 5: CONSULT THE BASIC RESEARCH ON SCIENTIFIC THINKINGSTEP 6: SPECIFY LEARNING GOALS, LEARNING ACTIVITIES, GAMES, AND LEARNING OUTCOMESSummary and ConclusionsAuthor NotesNotesReferencesDo Video Games Provide Motivation to Learn?WHAT IS MOTIVATION?History and General Theoretical AssumptionsContemporary Theories of MotivationCAN I DO THIS TASK?DO I WANT TO DO THIS TASK AND WHY?HOW DO INSTRUCTIONAL OR CONTEXTUAL FACTORS SHAPE MOTIVATION?VIDEO GAMES AND MOTIVATIONTheoretical Claims about Video Games and MotivationTheoretical Framing of Empirical Studies on Video GamesMeasurement of Motivation in Video Games StudiesDo Video Games Promote Motivation to Learn?Condusions and Future DirectionsReferencesWhat We Know About How Experts Attain Their Superior Performance: Implications for the Use of Video Games and Game Training in SchoolsSCIENTIFIC ANALYSIS OF SUPERIOR AND EXPERT-LEVEL PERFORMANCEAn Approach Based on the Study of Reproducibly Superior PerformanceFinding Representative Tasks and Capturing the Superior Performance of ExpertsToward Detailed Accounts of the Development of Expert PerformanceImplications for Video Game-Based Instruction and Training in SchoolsReferencesMedia Effects, Communication, and Complexity Science Insights on Games for LearningIntroductionTraditions of Media Effects ResearchCommunication Research on Media Use and Media MessagesUSER CONTROLDynamic Effects of Formal FeaturesDynamical SystemsIt Isn't as Easy as It LooksLET SCIENCE INFORM DESIGNSTUDY GAMING DYNAMICALLYSTUDY GAME USE MOTIVATIONLEARNING AS A GAME CHALLENGEConclusionReferencesThe General Learning Model: Unveiling the Teaching Potential of Video GamesIntroductionDomain-Specific Learning TheoriesHABITUATION AND DISCRIMINATIONCLASSICAL (RESPONDENT) CONDITIONINGOPERANT CONDITIONINGOBSERVATIONAL LEARNINGCOGNITIVE LEARNINGEMOTIONAL LEARNINGThe General Learning Model (GLM)SHORT-TERM LEARNING PROCESSES: OVERVIEW AND DETAILED VIEWSInputsSensation and PerceptionLong-Term ProcessesTransferExemplary Dimensions of Video GamesPace MatchingThe Melding of Instruction, Practice, and FeedbackOverlearning and Sequenced DifficultyMotivation for LearningOptimized Massed and Distributed PracticeGENERALIZATION AND TRANSFERGAMES, LEARNING, AND EDUCATIONReferencesThree GAME DESIGN PERSPECTIVES: HOW SHOULD WE DESIGN EDUCATIONAL VIDEO GAMES?Toward a Playful and Usable EducationTo Play is to LearnAre Video Games Always Playful?Enabling the Child to Teach the Computer Instead of Having the Computer Teach the ChildEMOTIONAL DESIGN, USABILITY, AND GAME FLOWFROM TRANSFER TO PLAYFUL LEARNING EXPERIENCESAuthor NotesReferencesEducational Video Games: Two Tools for Research and DevelopmentIntroductionVideo Games for LearningThree Approaches to Games and Learning: Behavior, Biology, and Social InteractionsIntegrating Game Development and EducationEvidence-Centered Design: Assessment as a Theoretical FrameGame Jams: Beyond Design EducationApplications to EducationReferencesFormative Research for Game DesignIntroductionWhat Is Formative Research?What the Formative Process Looks LikeUsing Formative Research to Guide Game DevelopmentResearch-Led DevelopmentSTAGE 1: SPEAKERS AND MULTIPLE MEANINGSSTAGE 2: IMAGES AND MULTIPLE MEANINGSBuilding on Formative FeedbackFuture StepsConclusionReferencesTransfer of Learning from Video Game Play to the ClassroomIntroductionVideo Games as Learning EnvironmentsLEARNING WITH VIDEO GAMES AND USING VIDEO GAMES TO TEACH TRANSFERMOTIVATION AND SELF-EFFICACYMINDFULNESS, SELF-MONITORING, AND METACOGNITIONASSESSMENT AND FEEDBACKADVANCES IN GAME TECHNOLOGIESDesigning Video Games to Promote and Support TransferLEARNING FROM VIDEO GAME PLAYTEACHING TRANSFER EXPLICITLYPROBLEM-SOLVING SKILLSMOTIVATIONSELF-EFFICACYMINDFULNESS AND SELF-MONITORINGMETACOGNITIONASSESSMENT AND FEEDBACKConclusionAuthors' NoteReferencesFour 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 ResultsUse of Multiple MediaBenefits for LearningCross-Platform LearningCross-Platform Learning and the Role of TransferImplications for the Design of Educational MediaAuthors' NoteNoteReferencesElectronic Game Changers for the Obesity CrisisIntroductionThe Motivational Elements of GamingTheories to Describe Behavioral Changes and Information TransferThe Obesity Crisis: The Risks of GamingGaming as a Tool to Combat the Obesity CrisisGames for Healthy EatingGames for Energy ExpenditureConclusions and Future Research AgendaReferencesTug-of-War: Seeking Help while Playing an Educational Card GameHelp-Seeking in Technical EnvironmentsDesigning Tug-of-WarTug-of-War and How Children Help Each OtherConclusionReferencesScientific Inquiry in Digital GamesGaming: A Force to be Reckoned With . . . or a Door to Walk Through?Social Games as Collaborative Learning EnvironmentsDesigning Games for Learning CommunitiesClassroom GamesFree-Choice GamesLeveling Up: The Next Steps in Game-Based Learning ResearchImpulse: A Game for Implicit Learning about Forces and MotionStudying Implicit Learning in ImpulseConclusionAuthors' NoteReferencesComputer Games and Education: A Multidimensional RelationshipIntroductionEducation and Media UseDifferentiating Student Groups in Terms of Education and Media UseEducation and Computer Game PlayingComputer Games and the Transfer of LearningReferencesVideo Games, Motivation, and LearningIntroductionMission: Evolution—Using Video Games to Enhance Informal Science EducationResearch and Theories Used to Analyze Students' MotivationStudent Motivation in the Mission:Knowledge and Beliefs of Science That Might Transfer to Other Academic SettingsAuthors' NoteReferencesVideo and Computer Games as Grounding Experiences for LearningIntroductionA Historical Simulation Game as Grounding for Future LearningAn Archaeological Simulation Game as Grounding for InterpretationSurrogate Role Playing in Second Life as Grounding for Comprehension and LearningForce Feedback Games for Fuller GroundingTransfer of Video and Computer Game LearningReferencesEvaluating the Specificity of Effects of Video Game TrainingIntroductionPrior Meta-analyses of Effects of Video Games on Information ProcessingLimitations of Previous Meta-analysesTransfer Effects in Experimental Training StudiesTraining Game TypeInformation-Processing DomainReliability of ModeratorsComputation and Analysis of Effect SizesOverall EffectsEFFECTS OF GAME TYPE ON INFORMATION-PROCESSING DOMAINSTransfer of Game Training Across Information-Processing DomainsApplying Findings to Education and Cognitive TrainingFuture DirectionsAuthors' NotesNotesReferencesGames in a Digital Age: Supporting a New Ecology of Learning1,2Something Old, Something New: Anchoring a Modern Family EcologyGone Digital: How Children Now Play . . . and LearnDigital Games: One Opportunity to Harness Digital Technology for LearningToward a New Research and Policy FrameworkNext Steps: The Potential of Digital Games for Healthy Development and LearningThe Nation’s Literacy CrisisThe Engagement CrisisThe STEM and College Graduation CrisesCooperative LearningDevelopment of Twenty-First-Century SkillsCondusionNotesReferences
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