The effectiveness of three serious games measuring generic learning features
The effectiveness of three serious games measuring generic learning features
复制标题
DOI：
10.1111/bjet.12342
复制
发表时间：
2017-01-01
影响因子：
6.6
通讯作者：
Oprins, Esther
中科院分区：
文献类型：
--
作者：
Roozeboom, Maartje Bakhuys;Visschedijk, Gillian;Oprins, Esther
虽然严肃游戏越来越多地被用于学习目标，但证明严肃游戏有效性的高质量实证研究相对缺乏。在本文中，提出了三个实证研究，调查的有效性严重的游戏，而不是传统的课堂教学的学习特点，以及学习成果。这三项研究都使用了类似的纵向病例对照研究设计，并测量了相同的学习特征（控制，挑战，反馈，参与和社会互动）。学习成果通过自我报告和知识测试来衡量。三项研究的结果表明，玩严肃游戏的学生在与高质量学习相关的特征上得分更高。此外，研究表明，认真的游戏比传统的课堂教学对自我报告的学习成果更有效。没有发现严重的游戏对知识测试的影响。这些研究是发展严重游戏通用评估框架的第一步。
Although serious games are more and more used for learning goals, high-quality empirical studies to prove the effectiveness of serious games are relatively scarce. In this paper, three empirical studies are presented that investigate the effectiveness of serious games as opposed to traditional classroom instruction on learning features as well as learning outcomes. All three studies used a similar longitudinal case-control study design and measured the same set of learning features (control, challenge, feedback, engagement and social interaction). Learning outcomes were measured by self-report and knowledge tests. Results of the three studies show that students that played the serious games scored higher on features associated with high-quality learning. Furthermore, the studies show that serious gaming is more effective on self-reported learning outcomes than traditional classroom instruction. Effects of serious gaming on the knowledge tests were not found. The studies serve as a first step to the development of a generic evaluation framework for serious gaming.