Abstract
Digital games are believed by many to be instructionally effective in the context of the formal schooling system; however, studies investigating this idea empirically are limited and their outcomes are often inconclusive and/or difficult to interpret. Part of the problem is caused by the fact that when conducting a study in an authentic environment, i.e., in a school, as opposed to a laboratory, researchers encounter many common, yet unspoken, technical pitfalls. This paper verbalizes some of these pitfalls and organizes them into 6 Recommendations for “best practice” in field studies on the instructional effectiveness of digital game-based learning (DGBL). These recommendations are based on experience gained during five DGBL studies on more than 700 subjects in the context of secondary education and can be useful to other researchers willing to run similar studies.
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Brom, C., Šisler, V., Buchtová, M., Klement, D., Levčík, D. (2012). Turning High-Schools into Laboratories? Lessons Learnt from Studies of Instructional Effectiveness of Digital Games in the Curricular Schooling System. In: Göbel, S., Müller, W., Urban, B., Wiemeyer, J. (eds) E-Learning and Games for Training, Education, Health and Sports. Edutainment GameDays 2012 2012. Lecture Notes in Computer Science, vol 7516. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-33466-5_5
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DOI: https://doi.org/10.1007/978-3-642-33466-5_5
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