Research Database

CitationYearDescriptionURLTechnologiesInstructional LevelEducational AreaEffective Educational Game-Based ElementsEffective Educational Game-Based ElementsTechnology
Effects of an instructional gaming characteristic on learning effectiveness, efficiency, and engagement: Using a storyline for teaching basic statistical skills. Novak, E., Johnson, T. E., Tenebaum, G., & Shute, V J. To appear in Interactive Learning Environments.The study explored the instructional benefits of a storyline gaming characteristic (GC) on learning effectiveness, efficiency, and engagement with the use of an online instructional simulation for graduate students in an introductory statistics course. [Extrapolated from document.] GamingPostsecondarySTEMImplementing Successful Mode of PlayApplying Learning Mechanics
Impact of Individual, Competitive, and Collaborative Mathematics Game PlayÊ On Learning, Performance, and Motivation. Pass, Jan L.. Special Issue on Advanced Learning Technologies in the Journal of Educational Psychology (January 31, 2013).2013This study examined how mode of play in an educational mathematics video game impacts learning, performance, and motivation. The game was designed for the practice and automation of arithmetic skills to increase fluency, and was adapted to allow for individual, competitive, or collaborative game play. Results suggested that, in comparison to individual play, competition increased in-game learning, while collaboration decreased performance during the experimental play session. Although out-of-game math fluency improved overall, it did not vary by condition. Furthermore, competition and collaboration elicited greater situational interest and enjoyment, and invoked a stronger mastery goal orientation. Additionally, collaboration resulted in stronger intentions to play the game again and to recommend it to others. (Cited from abstract.) School/SecondarySTEMImplementing Successful Mode of PlayApplying Learning Mechanics
Design factors for educationally effective animations and simulations. Plass, Jan L., Homer, Bruce D., and Hayward, Elizabeth O. Journal for Computing in Higher Education, April 2009.2009This paper reviews research on learning from dynamic visual representations and offers principles for the design of animations and simulations that assure their educational effectiveness. In addition to established principles, this paper presents new and revised design principles that have been derived from recent research. This review focuses on the visual design and interaction design of these visualizations. [Extrapolated from abstract.] Successful Mode of PlayApplying Learning Mechanics
Guys and games: Practicing 21st century workplace skills in the great indoors. King, Elizabeth M. The University of Wisconsin - Madison, 2011.2011Findings suggest MMO gaming as a potentially productive route toward the practice of 21st century workplace skills, and particularly 21st century literacy practices. Additional findings suggest the importance of informal gaming as an embodied experience constituting an array of identity development opportunities. It is this area--the area of identity--where there appears to be the strongest potential for leveraging friendship-based, interest driven engagement, such as game-based activities, as a step toward helping students develop an understanding of their unique talents and abilities. (Extrapolated from ERIC Abstract.) School/Secondary21st Century/Career/WorkforceEncompassing Gender and Player CharacteristicsApplying Learning Mechanics
Impact of Individual, Competitive, and Collaborative Mathematics Game PlayÊ On Learning, Performance, and Motivation. Pass, Jan L.. Special Issue on Advanced Learning Technologies in the Journal of Educational Psychology (January 31, 2013).2013This study examined how mode of play in an educational mathematics video game impacts learning, performance, and motivation. The game was designed for the practice and automation of arithmetic skills to increase fluency, and was adapted to allow for individual, competitive, or collaborative game play. Results suggested that, in comparison to individual play, competition increased in-game learning, while collaboration decreased performance during the experimental play session. Although out-of-game math fluency improved overall, it did not vary by condition. Furthermore, competition and collaboration elicited greater situational interest and enjoyment, and invoked stronger mastery goal orientation. [Extrapolated from G4LI abstract] GameMiddle School/SecondarySTEMImplementing Successful Mode of PlayApplying Learning Mechanics
Educational game design for online education. Daniel Burgos, Baltasar Fernandez-Manjon, Ivan Martinez-Ortiz, Pablo Moreno-Ger, and Jose Luis Sierra. Computers in Human Behavior. 24.6 (Sept. 17, 2008) p2530. 2008This study analyzes some relevant requirements for the design of educational games in online education and proposes a general game design method that includes adaptation and assessment features. Finally, it describes particular implementation of that design in light of its applicability to other implementations and environments. LearningAllAllImplementing Successful Mode of PlayApplying Learning Mechanics
Why simulation games work-in search of the active substance: a synthesis. de Caluwe, Leon, Hofstede, Gert Jan, and Peters, Vincent. Simulation & Gaming. 41.6 (Dec. 2010) p824-843. 2010In this article, the authors reflect on the question of why simulation games are such an effective tool for learning. The article specifies reasons why games could fail and offers ways to avoid these pitfalls. It shows that experience and craftsmanship are needed in game design, facilitation, and debriefing. [Extrapolated from description.] GamingAllAllImplementing Successful Mode of PlayApplying Learning Mechanics
The gamification of education: why online social games may be poised to replace textbooks in schools. Cohen, Aaron M. The Futurist. 45.5 (September-October 2011) p16. 2011This article discusses the possibility that online social gaming may become the educational tool of choice in the future. It highlights trends related to professional training situations where games are increasingly replacing lectures and presentations and reviews Douglas Thomas and John Seely BrownÕs book A New Culture of Learning, which states that curiosity, imagination, and a sense of play are largely missing from the traditional textbook and test-based education system. MediaAllAllImplementing Successful Mode of PlayApplying Learning Mechanics
I feel present. therefore, i experience flow: a structural equation modeling approach to flow and presence in video games. A, Seung and Jin, Annie. Journal of Broadcasting & Electronic Media. 55.1 (Mar. 2011) p114. 2011Driven by theories of flow and presence, three studies examined the antecedents and consequences of flow across three different video game genres. Structural equation modeling analyses reveal the roles of (1) physical presence in medical simulation games; (2) spatial presence in driving games; and (3) self-presence in avatar-based narrative-driven games. Findings between the studies indicate that a balance between skill and challenge induces greater flow. Theoretical contributions regarding the relevance of flow to electronic games and practical implications for the design of diverse game genres are discussed. [Extrapolated from abstract.] GameAdult Education21st Century/Career/WorkforceImplementing Successful Mode of PlayApplying Learning Mechanics
Human factors guidelines for interactive 3D and Games-based training Systems. Stone, R. (2008). 2008This Human Factors (HF) Guidelines Document was produced to satisfy research deliverables for two UK-based projects conducting research into the effective exploitation of computer games technologies for education and training. It mainly focuses on applying games-based technologies in specific areas of part-task training for sectors such as defense, aerospace, emergency services, medicine, and surgery. GamingAdult Education21st Century/Career/WorkforceImplementing Successful Mode of PlayApplying Learning Mechanics
Digital teaching platforms: customizing classroom learning for each student. Dede, Chris and Richards, John. New York: Teachers College, Columbia University, 2012. 224 pages.2012This comprehensive book focuses on digital teaching platforms and customizing classroom learning for each student. Learning MechanicsIncorporating Assessment Mechanics
Distributed information resources and embodied cognition in software application training: Interaction patterns in online environments and digital games. Sanchez Lozano, Juan Carlos. Concordia University (Canada), 2010. 2010This doctoral dissertation hypothesized that resources influence use patterns, learning strategies, and performance. To test this idea, participants completed a five-lesson course in Flash animation concepts. Results showed that information access cost in environments for software training has an impact on strategies employed, learning processes engaged, and learning outcomes. [Extrapolated from the abstract]URL Includes the abstract and a link to order a copyAllAdult EducationAllApplying Learning MechanicsImplementing Successful Mode of Play
Designing virtual immersive environments. Kapp, Karl and O'Driscoll, Tony. T+D. 64.4 (Apr. 2010) p30.2010This article looks at the combination of 3D virtual immersive experiences used in learning experiences. Although 3-D environments create brand new challenges for learning professionals, there is already a solid set of best practices for designing meaningful and effective instruction in virtual worlds. These practices include considering design, creating context, creating specific objectives, providing minimal learner guidelines, encouraging collaboration, opportunities to demonstrate learning, and building incentives. EducationAllImplementing Successful Mode of PlayApplying Learning Mechanics
Designing educational experiences using ubiquitous technology. Hull, Richard, Joiner, Richard, Nethercott, Jessica, and Reid, Jo. Computers in Human Behavior. 22.1 (Jan. 2006) p67-10. 2006This study explored the design of situated educational and compelling experiences using SoundScape technology. Two experiences were designed: one with a goal and one without. Twenty-six children explored both experiences, and found that the experience with a goal was more interesting and more likely to inspire them to use the technology again than the non-goal version. Children recommended adding a goal and more sensory stimulation to the non-goal version. Learning MechanicsImplementing Successful Mode of Play
Games as artistic medium: Interfacing complexity theory in game-based art pedagogy. Patton, Ryan Matthew.The Pennsylvania State University, 2011.2011This doctoral dissertation examines the role of digital media literacy in youth being able to view and produce creative works with technology, based on the premise that video game creation is an attainable goal for young students. A study with students age 8 to 13 in an art education class showed that students using game-based pedagogy could approach complex thinking by creating digital media as a method of artistic expression and future learning.
Video GameMiddle School/SecondaryArt/Performing ArtsApplying Learning MechanicsImplementing Successful Mode of Play
Measuring the impact of App Inventor for Android and studio-based learning in an introductory computer science course for non-majors. Ahmad, Khuloud Nasser. Ball State University, 2012. 2012Traditionally, computer science (CS) courses for non-majors have had a high attrition rate. This doctoral dissertation examines the results of implementing an experimental introductory course for non-CS majors focusing on two pedagogic factors: use of App Inventor of Android and studio-based learning. Undergraduates enrolled either the experimental course or the traditional course; students who enrolled in the experimental course found that it cultivated collaboration, creativity, and motivation to learn. GamingPostsecondarySTEMApplying Learning MechanicsImplementing Successful Mode of Play
An examination of social presence in video conferencing vs. an augmented reality conferencing application. Faas, Travis Byron. Purdue University, 2010.
2010This study explored how different chat systems affect studentsÕ sense of social presence during an online, collaborative learning task. For one condition, an augmented video chat system allowed two users to interact with three-dimensional models while seeing each other. For the other condition, participants used ÒGoToMeeting,Ó a standard web conferencing system. The study did not find any difference in social presence between systems. The author suggests that various design choices may have affected the results, but the study design does not allow any firm conclusions to be drawn about how to design chat systems. MediaPostsecondarySTEMImplementing Successful Mode of Play
Affordances and Limitations of Immersive Participatory Augmented Reality Simulations for Teaching and Learning. Dede, Chris, Dunleavy, Matt, and Mitchell, Rebecca. Journal of Science Education and Technology. 18.1 (Feb. 2009) p7-22.2009This literature review examines about two dozen augmented reality games, mostly played outdoors and mostly using location-based methods to provide information overlays in a spatial context. However, because research in this area is limited, most of the findings come from four research groups. Key design considerations include: (a) choosing the location wisely; (b) choosing the story for the AR experience; (c) creating a suitable variety of roles for students; and (d) the tension regarding how much time students spend on the handheld device or the environment. LearningAllAllApplying Learning Mechanics
Civic education in the preservice classroom: A study of gaming. Sumners, Sarah Elizabeth. Mississippi State University, 2012.2012In this study, 29 pre-service teachers in a methods course (early childhood social studies methods) either played a civics game for less than 2 hours or more than 2 hours. The gains in content knowledge by participants spending 2 hours or more gaming were greater than the gains for those who spent less than 2 hours gaming. Because there is no control condition, the study does not reveal how effective game-based learning is relative to non-game-based learning, but does suggest that for this population, teachers may need more than two hours of playing time. based on PowerPoint slides provided by the author, responding to my email requestPC GamingEducator Professional LearningSocial Studies/History/Economics
Rethinking playing research: DJ Hero and methodological observations in the mix. Karppi, Tero and Sotamaa, Olli. Simulation & Gaming. 43.3 (June 2012) p413-429. 2012This paper argues that when researchers play games, they should think of a game as an ÒassemblageÓ of different layers, components and experiences. The authors use academic jargon to discuss what they learned from playing DJ Hero and emphasize the importance of experiencing games by playing them to the research process. GameAllArt/Performing ArtsApplying Learning Mechanics
Toward Sociocultural Design Tools for Digital Learning Environments : Understanding Identity In Game-based Learning Communities. DeVane, Benjamin Mitchell. 2010. The University of Wisconsin - Madison, 2010. 2010This study examines how learners used the CivWorld game to develop their personal identities over an extended time period. Two common models of identity are shown to be too simplistic: the Òtransmission modelÓ where the player absorbs the identity of the gameÕs main character and the Òmirror modelÓ where the player projects their own identity into the game. The author argues that how students use games to develop their identity depends a great deal on factors that lie outside the game, such as the social context and opportunities for participation in the setting in which the game is played, and make many design recommendations. GamingMiddle School/SecondarySocial Studies/History/EconomicsEncompassing Gender and Player Characteristics
Augmented learning: Research
and design of mobile educational games. Klopfer, E. (2008). Augmented learning: Research and design of mobile educational games. Cambridge. MA: MIT Press.
2008This book covers common theoretical topics pertaining to educational games, such as the value of intrinsic rewards, and mentions various immersive simulation games that Klopfer has developed, including Environmental Detectives, Outbreak@theInstitute, and Palmagotchi, a version for Palms of Tamagatchi (virtual pets) that focuses on evolution. These games gather data from the game world to make hypotheses and draw conclusions.; GameMiddle School/SecondarySTEMApplying Learning MechanicsImplementing Successful Mode of Play
A systemic-constructivist approach to the facilitation and debriefing of simulations and games. Kriz, Willy Christian. Simulation & Gaming. 41.5 (Oct. 2010) p663-680. 2010This article provides a framework for shaping and coaching in order to elucidate learning from playing clinical simulations. Attention is paid to emotional responses of players and how to encourage and guide discussion of such responses. GamePostsecondaryHealth/Physical EducationImplementing Successful Mode of PlayEncompassing Gender and Player Characteristics
Learning for a reason: supporting forms of engagement by designing tasks and orchestrating environments. Barah, Sasha Barah and Gresalfi, Melissa. Theory into Practice. 50.4 (Fall 2011) p300. 2011This article describes a project built around a module called Ander City in the game Atlantis Remixed. The project focuses on engaging sixth graders in the use and representation of statistics, such as in bar graphs, within the game, in order to help them participate virtually in an Ander City mayoral election. The article highlights the importance of discussion among the students and the teacher around the students' playing of the immersive role-playing game. GameMiddle School/SecondarySTEMImplementing Successful Mode of PlayApplying Learning Mechanics
Influence of game quests on pupils' enjoyment and goal-pursuing in math learning. Tak-Wai Chan, Zhi-Hong Chen, Hercy N.H. Cheng, Calvin C.Y. Liao, and Charles Y.C. Yeh. Educational Technology & Society. 15.2 (Apr. 2012) p317. 2012In this study, a game-based learning system called My-Pet-My-Quest was developed to serve as a platform for delivering learning tasks. Students were asked to complete mathematical learning tasks, once within a quest-driven game world and once in an environment without any game elements. Students were found to be more engaged and to spend more time on the same learning tasks when they were linked to quests within the game environment. They also found the same learning tasks more enjoyable when presented within a quest. GamePreK-ElementarySTEMImplementing Successful Mode of PlaySupporting Game-Based Enterprise
Does Math Achievement hÕAPPÕen when iPads and Game-Based Learning are Incorporated into Fifth-Grade Mathematics Instruction? Carr, Jennie M. Journal of Information Technology Education: Research, Volume 11, 2012

2012This study examines the effectiveness of iPads as 1-to-1 computing devices to improve 5th-grade students' math achievement in two rural Virginia elementary schools. Findings indicated no effect on fifth-grade students' mathematics achievement from the iPad intervention," but there is no mention in the article of what activities the students actually did on their iPads. The article includes an interesting review of literature on theory pertaining to the potential benefits of games in math education, but did not indicate whether the students in the study used games. LearningPreK-ElementarySTEMIncorporating Assessment MechanicsApplying Learning Mechanics
Technology and Effective Teaching in the U.S. Innovation in Education. Bill and Melinda Gates Foundation. (2012).
Technology and Effective Teaching in the U.S. Innovation in Education.
2012This survey presents an overview of teacher attitudes to technology in the classroom. It discusses the barriers to using technology in the classroom, as well as the resources and information teachers want in order to help them teach with technology. Game-Based Enterprise
Review of research on computer games. Tobias, S. Fletcher, J.D. Dai, D.Y. & Wind, A. P. (2011). Review of research on computer games. In Tobias, S. & Fletcher, J.D. (Eds.), 2011. Computer games and instruction (pp 127-222). Charlotte, NC: Information Age Press.2011This article briefly summarizes findings from a review of 95 empirical studies of games used in instruction, and suggests that such efforts are best assessed as transfer from game play to performance on external tasks targeted by the instruction. Review findings suggest that such transfer may be expected only if the cognitive processes engaged by games and external tasks overlap. [extrapolated form abstract] Game-Based EnterpriseApplying Learning Mechanics
Teacher Attitudes about Digital Games in the Classroom. Millstone, Jessica. Joan Ganz Cooney Center, 2012. 2012This survey sampled 505 K-8 teachers about their use of games in the classroom., focusing on the benefits to students, types of digital games, professional development about educational games, and barriers to implementation. Game-Based Enterprise
Martian Boneyards: Sustained Scientific Inquiry in a Social Digital Game. Asbell-Clarke, Jordis. University of Toronto (Canada), 2011.
2011This study focused on Martian Boneyards, a proof-of-concept game designed to examine how a community of voluntary gamers can be enticed to engage in sustained, high-quality scientific inquiry. This research suggests that a compelling storyline, a highly aesthetic environment, and the emergent social bonds among players and between players and the characters played by designers were all responsible for sustaining high-quality inquiry among gamers. [extrapolated from abstract] GamingPreK-12STEMApplying Learning MechanicsImplementing Successful Mode of Play
WebQuest 2.0: An instructional model for digital learners. Dell, Diana F. Abernathy. Capella University, ProQuest, UMI Dissertations Publishing, 2012.
2012This qualitative study explores how Moodle and other Web 2.0 technologies affect student engagement and collaboration using WebQuests modified to include an integrated instructional architecture. The instructional themes that emerged as a result of the data analysis imply that when designing instruction for digital learners, four key elements are required to achieve high levels of engagement and collaboration: meaningful technology use, communication with peer learners, students as content creators, and differentiation of learning activities. [Extrapolated from abstract] LearningPreK-12AllApplying Learning MechanicsImplementing Successful Mode of Play
From MMORPG to a Classroom
Multiplayer Presential Role Playing Game. Susaeta, H., Jimenez, F., Nussbaum, M., Gajardo, I., Andreu, J. J., & Villalta, M. (2010). Educational Technology & Society, 13 (3), 257Ð269.
2010This article presents the theory behind a Classroom Multiplayer Presential Role Playing Game (CMPRPG) and the development of a CMPRPG for teaching ecology. The game has a quest structure in which each result highlights a key teaching objective, and is implemented at a high level, with interaction between reusable game elements defined using triggers. The implemented CMPRPG has appropriate usability levels, benefits the learning and application of the concepts of ecology andencourages participation and collaborative narrative structures among participants. GamingMiddle School/SecondarySTEMImplementing Successful Mode of PlayApplying Learning MechanicsSupporting Game-Based Enterprise
Guys and games: Practicing 21st century workplace skills in the great indoors. King, Elizabeth M. The University of Wisconsin - Madison, ProQuest, UMI Dissertations Publishing, 2011. 2011Findings in this study suggest MMO gaming as a potentially productive route toward improving 21st century workplace skills, particularly innovative literacy practices. Additional findings suggest the importance of informal gaming as an experience constituting a number of identity development opportunities. The area of identity appears to have the strongest potential for leveraging friendship-based, interest-driven engagement, such as game-based activities, as a step toward helping students understand their unique talents and abilities. GamingAll21st Century/Career/WorkforceEncompassing Gender and Player CharacteristicsImplementing Successful Mode of PlayEncompassing Gender and Player Characteristics
Research methodology in gaming: an overview. Mayra, Frans, Holopainen, Jussi, and Jakobsson, Mikael. Simulation & Gaming. 43.3 (June 2012) p295-299.
2012This overview introduces a range of research methodologies and aims to promote interdisciplinary dialogue in the study of digital games. Successful Mode of PlayApplying Learning MechanicsIncorporating Assessment Mechanics
Games, gamification, and the quest for learner engagement. Kapp, Karl M. T+D. 66.6 (June 2012) p8. 2012This article discusses the pros and cons of gamification, and provides suggestions on how to use game-based mechanics, aesthetics, and game thinking to engage people, motivate action, promote learning, and solve problems. GamingAllAllImplementing Successful Mode of PlaySupporting Game-Based EnterpriseApplying Learning Mechanics
Computer games for the math achievement of diverse students. Chang, Mido and Kim, Sunha. Educational Technology & Society. 13.3 (July 2010) p224. 2010This study empirically examined the effects of playing computer games on math achievement of 4th graders, with special focus on gender and language minority groups. The results showed that English-speaking students who played computer math games in school every day displayed significantly lower math achievement than those who never played. Contrastingly, positive effects of daily computer use were noted among male students whose first language was not English. Male language-minority students who played computer games daily in math demonstrated higher math performance scores compared with their male English-speaking counterparts who never played. GamingPreK-ElementarySTEMEncompassing Gender and Player CharacteristicsIncorporating Assessment MechanicsImplementing Successful Mode of Play
Learning: Is there an app for that? Investigations of young childrenÕs usage and learning with mobile devices and apps. Chiong, C., & Shuler, C. (2010). New York: The Joan Ganz Cooney Center at Sesame Workshop.2010This report focuses on how new forms of digital media are influencing very young children in the United States and how we can deploy smart mobile devices and applications to help advance their learning. It discusses new trends in smart mobile devices, specifically the pass-back effect, which is when an adult passes his or her own device to a child. It also describes the results of three new studies undertaken to explore the effectiveness of using apps to promote learning among preschool- and early-elementary-aged children. [Extrapolated from Executive Summary.] LearningPreK-ElementaryAllImplementing Successful Mode of PlaySupporting Game-Based EnterpriseEffective Educational Game-Based Elements
Always connected: The new digital media habits of young children. Gutnick, A. L., Robb, M., Takeuchi, L., & Kotler, J. (2010). New York: The Joan Ganz Cooney Center at Sesame Workshop.2010This report takes a fresh look at data emerging from studies on the media habits of young children. The report headlines five findings: 1) childrenÕs exposure to and consumption of different types of digital media are growing rapidly; 2) television remains a major influence; 3) digital divides still exist; 4) media habits change around age 8; and 5) mobile device use is on the rise. This report also incorporates family income and ethnic background research. Game-Based EnterpriseApplying Learning Mechanics
Computer-based game playing within alternative classroom goal structures on fifth-graders' math learning outcomes: Cognitive, metacognitive, and affective evaluation and interpretation. Ke, Fengfeng.
The Pennsylvania State University, 2006.

2006This studyÕs results indicated computer-based game playing facilitated positive attitudes toward math learning significantly more than paper drilling; however, its advantage on cognitive math test performance and metacognitive awareness was not significant. It also found that a generally cooperative goal structure, in comparison to a competitive goal structure, was significantly more effective in facilitating math learning motivation, whereas individualistic goal structure was significantly more effective than the other two structures in promoting math test performance. [Excerpted from ProQuest description.] GamingPreK-ElementarySTEMApplying Learning MechanicsIncorporating Assessment Mechanics21st Century/Career/Workforce
An exploratory review of design principles in constructivist gaming learning environments. Rosario, Roberto A. Munoz and Widmeyer, George R. The Free Library 22 September 2009. 29 October 2013.2009This document discusses the twelve design principles to be used in the Constructivist Gaming Learning Environment followed by findings from two pilot studies using five popular MMOGs and two educational games with regard to the twelve principles. GamePostsecondaryAllApplying Learning MechanicsImplementing Successful Mode of PlaySTEM
Motivating children to learn effectively: exploring the value of intrinsic integration in educational games. Habgood, Jacob and Ainsworth, Shaaron E. Journal of the Learning Sciences, 20 (2), 169-206. 2011.
2011This article describes two studies testing the concept of intrinsic integration as a method of creating a more productive relationship between educational digital games and their learning mathematics content using 7- to 11-year-olds. GamingPreK-ElementarySTEMApplying Learning MechanicsImplementing Successful Mode of PlaySocial Studies/History/Economics
Effect of digital game based learning on ninth grade students' mathematics achievement. Swearingen, Dixie K. The University of Oklahoma, 2011.2011This experimental study examined the effect of an educational massive multiplayer online game (MMOG) on achievement on a standards-based mathematics exam. It also examined the interaction of student characteristics (gender and socioeconomic status) with digital game play on mathematics achievement. Significant relationships may be contributed to the amount of time immersed in digital game play and the interaction of digital game play with student characteristics (gender and socioeconomic status). Statistically significant results were indicated in regards to time (minutes of play) and the interaction of time and socioeconomic status. (Extrapolated from abstract.) GamingMiddle School/SecondarySTEMApplying Learning MechanicsIncorporating Assessment MechanicsLanguage Arts/Reading/ELL
Digital Science GamesÕ Impact on Sixth and Eighth GradersÕ Perceptions of Science. Peng, Li-Wei. Ohio University, 2009. The primary purposes of this study were: (a) to study beginning sixth and eighth gradersÕ perceptions of science, and the perceptive changes that may occur in game-rich science classes versus regular science classes during one quarter; (b) to study the impact of studentsÕ gender on studentsÕ perceptions of science, and (c) to study the effect of grade level on studentsÕ perceptions of science. (Extrapolated from dissertation.),inlinePC GamingMiddle School/SecondarySTEMApplying Learning MechanicsEncompassing Gender and Player CharacteristicsHealth/Physical Education
Assessment, technology, and
change. Clarke, Jody, and Dede, Chris. Journal of Research on Technology in Education 42, no. 3: 309Ð328. 2010.
2010This article presents a model for how technology can provide more observations about student learning than current technology versions of pencil and paper assessments. The authors discuss the potential of immersive media to capture rich observations of student learning, such as wikis and other forms of web 2.0 media, asynchronous discussions, intelligent tutoring systems, games, and augmented realities. (Extrapolated from article) Assessment MechanicsImplementing Successful Mode of PlayArt/Performing Arts
The impact of a digital role playing game on the executive functioning skills of students with ADHD. Sproull, Carla. Walden University, 2011.
2011This study examines the impact of online role-playing games on the executive functioning of students with ADHD. Implications for positive social change include creating strategies to guide the possible use of online role playing games to help students with ADHD develop and strengthen their executive functioning skills. (Extrapolated from dissertation abstract.)

PC GamingAllAllImplementing Successful Mode of PlayEncompassing Gender and Player CharacteristicsAll
Promoting Online Discussion Participation by Integrating Features from Digital Games. Liao, Yi-Yao. Ohio University, 2007.

2007This study investigated the influence of four identity-enhancing (IDE) features on online discussion participation, discussion quality, and students' sense of satisfaction. IDE features included avatars, signatures, point systems, and rankings which are commonly found in digital games. Avatars and signatures could enrich the static presentation of students' virtual identities, while point systems and rankings provide students with self-monitoring clues and a videogame-like competitive environment. (Excerpt from dissertation abstract.),attachmentVideo GamePostsecondaryAllImplementing Successful Mode of PlayEncompassing Gender and Player CharacteristicsEducational Area
Our princess is in another castle: a review of trends in serious gaming for education. Andrew B. Cutter, Gerard Jalette, Benedict Lai, Greg Mullin, Zeus Simeoni, Stephen Slota, et al. Review of Educational Research. 82.1 (Mar. 2012) p61-89. 2012This meta-analysis reviews literature focused on video games to determine demonstrable relationships to academic achievement games when used to support the K-12 Curriculum. Some evidence for the effects of video games on language learning, history, and physical education was found, but there was little support for the academic value of video games in science and math. The article summarized the trends for each subject area. (Extrapolated from SAGE Abstract.) GamePreK-12AllApplying Learning MechanicsIncorporating Assessment Mechanics
Integrating adaptive games in student-centered virtual learning environments. Angel del Blanco, Baltasar Fernandez-Manjon, Pablo Moreno-Ger, and Javier Torrente. International Journal of Distance Education Technologies. 8.3 (July-September 2010) p1.2010This report focuses on the benefits that game-based learning can bring to e-Learning in terms of adaptation and assessment with an emphasis on a general architecture for the integration of games in VLE. It allows game developers to create games without needed to be concerned with the internal details of each possible implementation of the student-centered VLE, focusing in this manner on the design of pedagogically relevant aspects. {Excerpted from report.] GameAllAllImplementing Successful Mode of PlayImplementing Successful Mode of PlayEducator Professional Learning
Ambient InsightÕs U.S. market for mobile learning products and services: 2010-2015. Adkins, S., (2011). 2011This comprehensive 2010-2015 report focuses on the market for the mobile learning products and services, including: demographics, distribution channels, research, demand-side and supply-side analysis, authoring and development tools, embedded learning devices, and installed platforms and student response systems. LearningAllAllSupporting Game-Based EnterpriseImplementing Successful Mode of PlayAdult Education
Computer games take their place in the science classroom. Matthews, Jermey. Physics Today. 65.4 (Apr. 2012), p27-28.2012This 2011 National Research Council report found emerging but inconclusive evidence that educational science-based games improve student learning. GamingAllSTEMImplementing Successful Mode of PlayApplying Learning MechanicsPostsecondary
Using Interactive Games to Improve Math Achievement Among Middle School Students in Need of Remediation. King, Arik, Ed.D. George Washington University, 2011, 155 pp.2011This study examined whether interactive games improved math achievement among seventh-grade math students in a suburban, mid-Atlantic public school who were in need of math remediation. These students perform better than the group that received no remediation (the control group), and they also performed better than the students who received only the standard remedial mathematics program but not problem-based gaming instruction (the comparison group). Receiving an interactive game intervention combined with remediation training was superior to the standard remediation training alone and superior to no intervention for the subjects. [Excerpted from dissertation.] GamingMiddle School/SecondarySTEMImplementing Successful Mode of PlayApplying Learning MechanicsMiddle School/Secondary
Teacher Experiences on the Integration of Modern Educational Games in the Middle School Mathematics Classroom. Ritzhaupt, A., Higgins, H. & Allred, B.Journal of Computers in Mathematics and Science Teaching, (2010). 29(2), 189-216. Chesapeake, VA: AACE. 2010This study provides compelling evidence that the use of modern educational games in a formal K-12 setting serves as an agent for change in instructional practice, student-to-student and teacher-to-student relationships, the skills, and dispositions of students. These results support school districts providing teachers with professional development, technical support, and modern educational games on a larger scale. Recommendations to educational researchers, educational game designers, and educators are provided. [Extrapolated from abstract.] GamingMiddle School/SecondarySTEMImplementing Successful Mode of PlayApplying Learning MechanicsPreK-Elementary
Digital gaming as a pedagogical tool among fourth and fifth grade children. Keeble, Katharine. Walden University, 2008.
2008This quantitative comparative case study examined the perceptions of digital games as learning tools by fourth and fifth graders, as well as the impact of such games on achievement in mathematics and social studies. The study also compared achievement when students worked with digital games individually or in two-person teams. Students reported a preference for individual rather than teamwork, learner control, and complexity in their digital gaming experiences. There was a statistically significant increase in student achievement in mathematics, showing that the digital game did have a positive instructional effect. No significant difference was found in social studies achievement after using a digital game. GamingPreK-ElementarySocial Studies/History/EconomicsApplying Learning MechanicsEncompassing Gender and Player CharacteristicsPreK-12
Designing for Learning: Multiplayer Digital Game Learning Environments. Kim, Chung On. University of California, Berkeley, 2010.
2010This dissertation looks at various learning theories that build a framework for learning environments. It then explores the idea of using the digital game environment as a new learning environment. Following these discussions, the University of California-designed West Oakland game environment is analyzed as a learning environment. The review supplies more questions than answers and reinforces basic known elements from gamification. GamingPostsecondaryAllSupporting Game-Based EnterpriseApplying Learning MechanicsAll
Conceptual Understanding of Multiplicative Properties Through Endogenous Digital Game Play. Denham, Andre. Arizona State University, 2012.

2012This study focuses on three versions of an instructional game, Shipping Express. A total of 111 fourth and fifth graders were randomly assigned to one of three conditions (endogenous, exogenous, and control) and completed pre and post-test measures of conceptual understanding of the associative and distributive properties of multiplication, along with a questionnaire. This study found that significant gains occurred when gameplay and instruction were combined. GamingPreK-ElementarySTEMApplying Learning MechanicsImplementing Successful Mode of PlayInstructional Level
Brain training with video games. Boehmer, Curtis. Learning & Leading with Technology. 38.5 (Feb. 2011) p28. 2011This article reviews a duplicative test of Brainware Safari software, which is designed for 7-15 year olds and promises cognitive skills gains in a very short period of time. In the study, 10 students (grades 2-8) were identified and given after-school, cognitive training using the software. Over a 10 week period, significant gains were found, especially in reading. GamingPreK-ElementaryLanguage Arts/Reading/ELLApplying Learning MechanicsSupporting Game-Based EnterpriseVideo Game
A description grid to support the design of learning role-play games. Mariais, Christelle, Michau, Florence, and Pernin,Jean-Philippe. Simulation & Gaming. 43.1 (Feb. 2012) p23-33. 2012To strengthen the motivation of learners, the professional training sector is focusing more and more on game-based learning. In this context, the authors have become interested in the design of Learning Role-Play Game (LRPG) scenarios. This article aims to improve the designersÕ confidence in the validity of the game-based learning programs by providing a "description grid" to support their choices. GamingAdult Education21st Century/Career/WorkforceImplementing Successful Mode of PlayApplying Learning MechanicsSocial Media
Moving Learning Games Forward: Obstacles, Opportunities, & Openness (PDF). Klopfer, E., Osterweil, S. & Salen, K. (2009). Cambridge: Education Arcade. 2009This classic paper explores the commercial games market as it relates to educational games, and establishes how the current educational games movement differs from the boom and bust edutainment market of the 1990s It then lays out the ecology of games with a purpose beyond play. GamePreK-12AllImplementing Successful Mode of PlayApplying Learning MechanicsPlatform Gaming
In-Game, In-Room, In-World: Reconnecting Video Game Play to the Rest of KidsÕ Lives (PDF). Stevens, Reed et al. MIT, 2008
2008This paper investigates the extent of "transfer" Ñ what young people learn playing games that they use or adopt in the rest of their lives. GameMiddle School/SecondarySocial Studies/History/EconomicsImplementing Successful Mode of PlayPC Gaming
How Blogs, Social Media, and Video Games Improve Education. West, Darrell M. This survey describes the integration of social media, blogs, and games into classroom learning. Its main emphasis is on social media serving as trust filters for teachers and students. MediaPreK-12AllImplementing Successful Mode of PlayApplying Learning MechanicsMobile Learning
Best Practices for Using Games & Simulations in the Classroom Guidelines for KÐ12 Educators (PDF). Wilson, Lee. Published by SIIA, January 2009.2009This paper presents basic guidelines for successfully implementing EduGames in the average classroom. Games must be aligned to standards and accompanied by guidelines and assessment (both inÐgame and out). GamingMiddle School/SecondaryAllImplementing Successful Mode of PlayApplying Learning MechanicsAll