A Critical Review of the Effectiveness of Narrative-Driven Digital Educational Games

Autor/inn/en	Jackson, Luke Conrad; O'Mara, Joanne; Moss, Julianne; Jackson, Alun C.
Titel	A Critical Review of the Effectiveness of Narrative-Driven Digital Educational Games
Quelle	In: International Journal of Game-Based Learning, 8 (2018) 4, S.32-49, Artikel 3 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-6849
Schlagwörter	Computer Games; Teaching Methods; Instructional Effectiveness; Attitude Change; Student Motivation; Criticism; Educational Games; Learner Engagement; Student Attitudes; Skill Development; Behavior Change; Empathy; Computer Simulation + Suchen Sie Ihr Suchwort? Computer game; Computerspiel; Computerspiele; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Attitudinal change; Einstellungsänderung; Schulische Motivation; Kritik; Educational game; Lernspiel; Schülerverhalten; Kompetenzentwicklung; Qualifikationsentwicklung; Empathie; Computergrafik; Computersimulation
Abstract	Digital games are currently viewed, by many within the field of education, as a way to engage and motivate students, and to assist them in acquiring content knowledge and skills. Despite the growing interest in using digital games, including serious games, this is the first critical review of the literature on the effectiveness of digital narrative-driven educational games. Of 2550 articles initially screened, 130 were synthesised in the final review. The results suggest that such games can be more much more effective than traditional instruction for promoting attitude change, engagement, motivation, and skill acquisition; slightly more effective in promoting enjoyment and knowledge acquisition; and equal in fostering behaviour change. As such, they may be viewed as effective and versatile tools for teaching and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01