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Computer Games in Education.

Richard E Mayer1

  • 1Department of Psychological and Brain Sciences, University of California, Santa Barbara, California 93106, USA;

Annual Review of Psychology
|September 20, 2018
PubMed
Summary
This summary is machine-generated.

Computer games offer educational benefits, but research is needed to confirm this. Three research genres show games can enhance learning in science, math, and language, and improve cognitive skills.

Keywords:
cognitive skill trainingcomputer gamescomputer-based learningeducational gamesinstructional designserious gamesvideo games

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Area of Science:

  • Educational Technology
  • Cognitive Psychology
  • Human-Computer Interaction

Background:

  • Strong claims exist for computer games' educational benefits.
  • Rigorous scientific research is needed to validate these claims.
  • Evidence-based learning theories should ground educational game design.

Purpose of the Study:

  • To review existing research genres on computer games and learning.
  • To identify effective game features and training approaches.
  • To highlight areas where games may outperform traditional media.

Main Methods:

  • Value-added research: Compares learning outcomes with and without specific game features.
  • Cognitive consequences research: Assesses cognitive skill improvements from playing games versus control activities.
  • Media comparison research: Contrasts learning outcomes from games versus conventional media.

Main Results:

  • Value-added research identified five promising features: modality, personalization, pretraining, coaching, and self-explanation.
  • Cognitive consequences research suggests first-person shooter games for attention and spatial puzzle games for mental rotation.
  • Media comparison research indicates games may be superior in science, mathematics, and second-language learning.

Conclusions:

  • Educational computer games show promise in enhancing learning and cognitive skills.
  • Specific game design features and genres are effective for targeted learning outcomes.
  • Further research is required to understand the underlying cognitive, motivational, affective, and social processes.