Digital Games as Educational Technology: Promise and Challenges in the Use of Games to Teach

Autor/inn/en	Tobias, Sigmund; Fletcher, J. Dexter; Chen, Fei
Titel	Digital Games as Educational Technology: Promise and Challenges in the Use of Games to Teach
Quelle	In: Educational Technology, 55 (2015) 5, S.3-12 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1962
Schlagwörter	Educational Games; Educational Technology; Instructional Effectiveness; Time on Task; Socioeconomic Status; Violence; Effect Size; Computer Assisted Instruction; Transfer of Training; Instructional Design; Learner Engagement; Competition; Cognitive Processes; Meta Analysis; Difficulty Level; Multimedia Materials; Technology Integration; Computer Games + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Unterrichtsmedien; Unterrichtserfolg; Zeitaufwand; Socio-economic status; Sozioökonomischer Status; Gewalt; Computer based training; Computerunterstützter Unterricht; Training; Transfer; Ausbildung; Lesson concept; Lessonplan; Unterrichtsentwurf; Wettkampf; Cognitive process; Kognitiver Prozess; Meta-analysis; Metaanalyse; Schwierigkeitsgrad; Computer game; Computerspiel; Computerspiele
Abstract	Digital games were reviewed as an emerging tool in educational technology. Factors such as instructional effectiveness, time on task, relationship to curricula, student socio-economic status, violence in games, and game mechanics were considered. Despite considerable variability among studies, larger overall effect sizes for the impact of games on learning were found for digital games than for early computer-assisted instruction. The review found that digital games are becoming ubiquitous, people learn from them, and transfer from games to new tasks is more closely keyed to underlying cognitive processes than superficial similarities. However, effective procedures for designing games that produce targeted instructional objectives while retaining their entertainment value remain elusive. The review also determined that time spent playing digital games should be accounted for in assessments because of their ability to capture and hold learners' attention. Finally, the effectiveness of games in providing instruction for hard-to-reach students may be an especially rewarding line of research and development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01