Serious games as new educational tools: how effective are they? A meta-analysis of recent studies

被引：411

作者：

Girard, C. ^{[1
]}

Ecalle, J. ^{[1
]}

Magnan, A. ^{[2
]}

机构：

[1] Univ Lyon 2, Lab Etud Mecanismes Cognitifs EA 3082, F-69676 Bron, France

[2] Inst Univ France, Paris, France

来源：

JOURNAL OF COMPUTER ASSISTED LEARNING | 2013年 / 29卷 / 03期

关键词：

engagement; learning effect; serious game; video games; VIDEO GAME; PRIMARY CLASSROOMS; COMPUTER GAMES; TECHNOLOGY; STRATEGIES; TEACH; INSTRUCTION; MATHEMATICS; ACHIEVEMENT; CURRICULUM;

D O I：

10.1111/j.1365-2729.2012.00489.x

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Computer-assisted learning is known to be an effective tool for improving learning in both adults and children. Recent years have seen the emergence of the so-called serious games (SGs)' that are flooding the educational games market. In this paper, the term serious games' is used to refer to video games (VGs) intended to serve a useful purpose. The objective was to review the results of experimental studies designed to examine the effectiveness of VGs and SGs on players' learning and engagement. After pointing out the varied nature of the obtained results and the impossibility of reaching any reliable conclusion concerning the effectiveness of VGs and SGs in learning, we stress the limitations of the existing literature and make a number of suggestions for future studies.

引用

页码：207 / 219

页数：13

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