Computer Gaming and Interactive Simulations for Learning: A Meta-Analysis
Computer Gaming and Interactive Simulations for Learning: A Meta-Analysis
复制标题
计算机游戏和交互式学习模拟：荟萃分析
DOI：
10.2190/flhv-k4wa-wpvq-h0ym
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发表时间：
2006
影响因子：
4.8
通讯作者：
Michelle F. Wright
中科院分区：
文献类型：
--
作者：
Jennifer J. Vogel;David S. Vogel;J. Cannon;C. Bowers;Kathryn Muse;Michelle F. Wright
关于哪种教育技术能使学习者获得最高的认知收益，文献中存在着实质性的分歧。为了解决这一争议，我们进行了一项元分析，以破译哪种教学方法，游戏和互动模拟或传统，真正占主导地位，以及在什么情况下。结果发现，在不同的人和情况下，游戏和交互式模拟对认知增益结果更占主导地位。然而，考虑到具体的调节变量产生了一个更复杂的画面。例如，男性没有表现出偏好，而女性表现出对游戏和交互式模拟程序的偏好。此外，当学生们自己浏览程序时，他们对游戏和交互式模拟有很大的偏好。然而，当教师控制程序时，没有发现明显的优势。此外，当计算机口述程序的顺序时，结果更有利于传统教学方法，而不是游戏和互动模拟。这些研究结果进行了讨论，现有的理论立场，以及未来的实证研究的影响。
Substantial disagreement exists in the literature regarding which educational technology results in the highest cognitive gain for learners. In an attempt to resolve this dispute, we conducted a meta-analysis to decipher which teaching method, games and interactive simulations or traditional, truly dominates and under what circumstances. It was found that across people and situations, games and interactive simulations are more dominant for cognitive gain outcomes. However, consideration of specific moderator variables yielded a more complex picture. For example, males showed no preference while females showed a preference for the game and interactive simulation programs. Also, when students navigated through the programs themselves, there was a significant preference for games and interactive simulations. However, when teachers controlled the programs, no significant advantage was found. Further, when the computer dictated the sequence of the program, results favored those in the traditional teaching method over the games and interactive simulations. These findings are discussed in terms of their implications for exiting theoretical positions as well as future empirical research.