Affiliation:
1. Queen's University Belfast, Northern Ireland
Abstract
This chapter explores the nature of “learning” in games-based learning and the cognitive and motivational processes that might underpin that learning by drawing on psychological theories and perspectives. Firstly, changing conceptions of learning over the last few decades are reviewed. This is described in relation to the changes in formal learning theories and connections made between learning theory and GBL. Secondly, the chapter reviews empirical research on the learning outcomes that have been identified for GBL, with specific focus on cognitive benefits, school attainment, collaborative working, and the motivational and engaging appeal of games. Finally, an overview of the dominant theoretical perspectives/findings mostly associated with GBL is presented in an attempt to broaden understanding of the potential for GBL in the classroom.
Reference98 articles.
1. Studying computer game learning experience through eye tracking
2. Assessing the effectiveness of a 3-D instructional game on improving mathematics achievement and motivation of middle school students
3. Children, Wired: For Better and for Worse
4. Guided discovery in a community of learners;A. L.Brown;Classroom lessons: Integrating cognitive theory and classroom practice,1994
5. Brown, D. J., Ley, J., Evett, L., & Standen, P. J. (2011). Can participating in games based learning improve mathematic skills in students with intellectual disabilities? In Proceedings of IEEE 1st International Conference on Serious Games and Applications for Health (pp. 1-9). Braga, Portugal: IEEE.