Advertisement

Describing and Studying Domain-Specific Serious Games: Introduction

  • Joke TorbeynsEmail author
  • Erno Lehtinen
  • Jan Elen
Chapter
Part of the Advances in Game-Based Learning book series (AGBL)

Abstract

The past decade witnessed increasing interest and extremely positive beliefs in the use of games, and especially so-called “serious” games, as educational tools. This AGBL-book on “Describing and studying domain-specific serious games” aims at complementing our current insights into the effectiveness of games as educational tools. In this introductory chapter, we discuss the general scope and outline of the book, with special attention for the content of and relation between the chapters included in Part 1 (game descriptions) and Part 2 (empirical studies on serious games).

Keywords

Game descriptions Empirical studies on serious games  Outline of the book 

References

  1. Engle, R. A., & Conant, F. R. (2002). Guiding principles for fostering productive disciplinary engagement: Explaining an emergent argument in a community of learners classroom. Cognition and Instruction, 20, 399–483. doi: 10.1207/S1532690XCI2004_1.CrossRefGoogle Scholar
  2. Girard, C., Ecalle, J., & Magnan, A. (2013). Serious games as new educational tools. How effective are they? A meta-analysis of recent studies. Journal of Computer Assisted Learning, 29, 207–219. 10/1111/j.1365-2729.2012.00489.x.CrossRefGoogle Scholar
  3. Marsh, T. (2011). Serious games continuum: Between games for purpose and experiential environments for purpose. Entertainment Computing, 2, 61–68.CrossRefGoogle Scholar
  4. Miller, L. M., Chang, C.-I., Wang, S., Beier, M. E., & Klisch, Y. (2011). Learning and motivational impacts of a multimedia science game. Computers & Education, 57, 1425–1433.CrossRefGoogle Scholar
  5. Papastergiou, M. (2009). Digital game-based learning in high school computer science education: Impact on educational effectiveness and school motivation. Computers & Education, 52, 1–12. doi: 10.1016/j.compedu.2008.06.004.CrossRefGoogle Scholar
  6. Sitzman, T. (2011). A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology, 64, 489–528.CrossRefGoogle Scholar
  7. Vogel, J. J., Vogel, D. S., Cannon-Bowers, J., Bowers, C. A., Muse, K., & Wright, M. (2006). Computer games and interactive simulations for learning: A meta-analysis. Journal of Educational Computing Research, 34, 229–243. doi: 10.2190/FLHV-K4WA-WPVQ-H0YM.CrossRefGoogle Scholar
  8. Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of motivation. Contemporary Educational Psychology, 25, 68–81.CrossRefGoogle Scholar
  9. Wouters, P., van Nimwegen, C., van Oostendorp, H., & van der Spek, E. D. (2013). A meta-analysis of the cognitive and motivational effects of serious games. Journal of Educational Psychology, 105, 249–265.CrossRefGoogle Scholar
  10. Young, M. F., Slota, S., Cutter, A. B., Jalette, G., Mullin, G., Lai, B., … Yukhymenko, M. (2012). Our princess is in another castle: a review of trends in serious gaming for education. Review of Educational Research, 82, 61-89.Google Scholar

Copyright information

© Springer International Publishing Switzerland 2015

Authors and Affiliations

  1. 1.Center for Instructional Psychology and Technology, KU LeuvenLeuvenBelgium
  2. 2.Department of Teacher EducationCenter for Learning Research, University of TurkuTurkuFinland

Personalised recommendations