Our Princess Is in Another Castle
Our Princess Is in Another Castle
复制标题
我们的公主在另一个城堡里
DOI：
10.3102/0034654312436980
复制
发表时间：
2012
影响因子：
11.2
通讯作者：
Mariya A. Yukhymenko
中科院分区：
文献类型：
--
作者：
Michael F. Young;Stephen T. Slota;Andrew B. Cutter;Gerard Jalette;Greg Mullin;Benedict Lai;Zeus Simeoni;M. Tran;Mariya A. Yukhymenko
当用于支持K-12课程时，视频游戏是否显示出与学业成绩的明显关系？在文献综述中，我们发现了300多篇描述与视频游戏和学术成就相关的文章。我们发现了一些证据的影响，视频游戏对语言学习，历史和体育（特别是exergames），但很少支持的学术价值的视频游戏在科学和mathematics. We总结的趋势，为每个学科领域的新兴领域的视频游戏研究提供建议。有许多有趣的教育游戏存在，但它们对学生成绩的影响的证据是微不足道的。我们建议将模拟与游戏分开，并将问题重新聚焦到游戏-玩家-环境交互的定位性质上，包括元游戏社交协作元素。
Do video games show demonstrable relationships to academic achievement gains when used to support the K-12 curriculum? In a review of literature, we identified 300+ articles whose descriptions related to video games and academic achievement. We found some evidence for the effects of video games on language learning, history, and physical education (specifically exergames), but little support for the academic value of video games in science and math. We summarize the trends for each subject area and supply recommendations for the nascent field of video games research. Many educationally interesting games exist, yet evidence for their impact on student achievement is slim. We recommend separating simulations from games and refocusing the question onto the situated nature of game-player-context interactions, including meta-game social collaborative elements.