An update to the systematic literature review of empirical evidence of the impacts and outcomes of computer games and serious games
TL;DR: Future research on digital games would benefit from a systematic programme of experimental work, examining in detail which game features are most effective in promoting engagement and supporting learning.
Abstract: Continuing interest in digital games indicated that it would be useful to update Connolly et al.'s (2012) systematic literature review of empirical evidence about the positive impacts and outcomes of games. Since a large number of papers was identified in the period from 2009 to 2014, the current review focused on 143 papers that provided higher quality evidence about the positive outcomes of games. Connolly et al.'s multidimensional analysis of games and their outcomes provided a useful framework for organising the varied research in this area. The most frequently occurring outcome reported for games for learning was knowledge acquisition, while entertainment games addressed a broader range of affective, behaviour change, perceptual and cognitive and physiological outcomes. Games for learning were found across varied topics with STEM subjects and health the most popular. Future research on digital games would benefit from a systematic programme of experimental work, examining in detail which game features are most effective in promoting engagement and supporting learning. The current systematic literature review updates Author (date).The review looks at impacts and outcomes of playing digital games from 2009 to 2014.Multi-component coding of papers, games and learning outcomes was used.Many papers were found with 143 papers providing high quality evidence.Games for entertainment and learning addressed different outcomes.
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15 Jul 2016
TL;DR: It was found that working memory and general executive functions were common targets for both gamified assessment and training, and it is likely worthwhile to continue to develop gamified cognitive tasks in the future.
Abstract: Background: Cognitive tasks are typically viewed as effortful, frustrating, and repetitive, which often leads to participant disengagement. This, in turn, may negatively impact data quality and/or reduce intervention effects. However, gamification may provide a possible solution. If game design features can be incorporated into cognitive tasks without undermining their scientific value, then data quality, intervention effects, and participant engagement may be improved. Objectives: This systematic review aims to explore and evaluate the ways in which gamification has already been used for cognitive training and assessment purposes. We hope to answer 3 questions: (1) Why have researchers opted to use gamification? (2) What domains has gamification been applied in? (3) How successful has gamification been in cognitive research thus far? Methods: We systematically searched several Web-based databases, searching the titles, abstracts, and keywords of database entries using the search strategy (gamif* OR game OR games) AND (cognit* OR engag* OR behavi* OR health* OR attention OR motiv*). Searches included papers published in English between January 2007 and October 2015. Results: Our review identified 33 relevant studies, covering 31 gamified cognitive tasks used across a range of disorders and cognitive domains. We identified 7 reasons for researchers opting to gamify their cognitive training and testing. We found that working memory and general executive functions were common targets for both gamified assessment and training. Gamified tests were typically validated successfully, although mixed-domain measurement was a problem. Gamified training appears to be highly engaging and does boost participant motivation, but mixed effects of gamification on task performance were reported. Conclusions: Heterogeneous study designs and typically small sample sizes highlight the need for further research in both gamified training and testing. Nevertheless, careful application of gamification can provide a way to develop engaging and yet scientifically valid cognitive assessments, and it is likely worthwhile to continue to develop gamified cognitive tasks in the future. [JMIR Serious Games 2016;4(2):e11]
298 citations
Cites methods from "An update to the systematic literat..."
...Furthermore, using games as a vehicle to deliver cognitive training may also be advantageous simply because video games appear to have positive effects on a number of outcomes, including working memory, attentional capacity, problem solving, motivation, emotional control, and prosocial behaviors [6]....
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TL;DR: The studies showed that GBL have been used to teach a variety of subjects to children and young people in PE with mathematics, science, language and social studies being the most popular, however, the analysis shows that more Randomised Controlled Trial studies should be performed comparing GBL to traditional teaching approaches.
Abstract: Games-based Learning (GBL) has developed a reputation with educationalists it is perceived as a potentially engaging form of supplementary learning that could enhance the educational process and has been used at all levels of education including primary, secondary and tertiary education. Despite this recognition and utilisation there is still a lack of empirical evidence supporting GBL as an approach. This paper presents the findings of a systematic literature review performed from 2000 to 2013 specifically looking at quality empirical studies associated with the application of GBL in Primary Education (PE) categorising studies into: behavioural change, affective and motivational outcomes, perceptual and cognitive skills and knowledge acquisition and content understanding. This paper presents a synthesis of these high quality studies associated with GBL. The studies showed that GBL have been used to teach a variety of subjects to children and young people in PE with mathematics, science, language and social studies being the most popular. However, the analysis shows that more Randomised Controlled Trial (RCT) studies should be performed comparing GBL to traditional teaching approaches to ascertain if GBL is a useful, viable teaching approach at PE level; there is a distinct lack of longitudinal studies and further longitudinal studies are required; further studies are required looking at whether there are pedagogical benefits of using 2D or 3D games at PE level to assess if 3D immersive games are indeed necessary; further studies are also required to perform comparisons between single and collaborative play and to identify the pedagogical benefits. A large systematic literature review of computer games at primary education.Uses a multi-dimensional framework to ensure the quality of the studies analysed.Searches through 18,000 papers to identify 105 relevant papers in the field.Provides a snap-shot in time and repository in computer games for primary education.
277 citations
TL;DR: In this paper, the authors systematically map research from 243 studies published between 2007 and 2016, with only limited research undertaken in the Global South, and largely focused on the fields of Arts & Humanities, Education, and Natural Sciences, Mathematics & Statistics.
Abstract: Digital technology has become a central aspect of higher education, inherently affecting all aspects of the student experience. It has also been linked to an increase in behavioural, affective and cognitive student engagement, the facilitation of which is a central concern of educators. In order to delineate the complex nexus of technology and student engagement, this article systematically maps research from 243 studies published between 2007 and 2016. Research within the corpus was predominantly undertaken within the United States and the United Kingdom, with only limited research undertaken in the Global South, and largely focused on the fields of Arts & Humanities, Education, and Natural Sciences, Mathematics & Statistics. Studies most often used quantitative methods, followed by mixed methods, with little qualitative research methods employed. Few studies provided a definition of student engagement, and less than half were guided by a theoretical framework. The courses investigated used blended learning and text-based tools (e.g. discussion forums) most often, with undergraduate students as the primary target group. Stemming from the use of educational technology, behavioural engagement was by far the most often identified dimension, followed by affective and cognitive engagement. This mapping article provides the grounds for further exploration into discipline-specific use of technology to foster student engagement.
256 citations
TL;DR: Serious gaming/gamification appears to be at least as effective as controls, and in many studies, more effective for improving knowledge, skills, and satisfaction, however, the available evidence is mostly of low quality and calls for further rigorous, theory-driven research.
Abstract: Background: There is a worldwide shortage of health workers, and this issue requires innovative education solutions. Serious gaming and gamification education have the potential to provide a quality, cost-effective, novel approach that is flexible, portable, and enjoyable and allow interaction with tutors and peers. Objective: The aim of this systematic review was to evaluate the effectiveness of serious gaming/gamification for health professions education compared with traditional learning, other types of digital education, or other serious gaming/gamification interventions in terms of patient outcomes, knowledge, skills, professional attitudes, and satisfaction (primary outcomes) as well as economic outcomes of education and adverse events (secondary outcomes). Methods: A comprehensive search of MEDLINE, EMBASE, Web of Knowledge, Educational Resources Information Centre, Cochrane Central Register of Controlled Trials, PsycINFO, and Cumulative Index to Nursing and Allied Health Literature was conducted from 1990 to August 2017. Randomized controlled trials (RCTs) and cluster RCTs were eligible for inclusion. Two reviewers independently searched, screened, and assessed the study quality and extracted data. A meta-analysis was not deemed appropriate due to the heterogeneity of populations, interventions, comparisons, and outcomes. Therefore, a narrative synthesis is presented. Results: A total of 27 RCTs and 3 cluster RCTs with 3634 participants were included. Two studies evaluated gamification interventions, and the remaining evaluated serious gaming interventions. One study reported a small statistically significant difference between serious gaming and digital education of primary care physicians in the time to control blood pressure in a subgroup of their patients already taking antihypertensive medications. There was evidence of a moderate-to-large magnitude of effect from five studies evaluating individually delivered interventions for objectively measured knowledge compared with traditional learning. There was also evidence of a small-to-large magnitude of effect from 10 studies for improved skills compared with traditional learning. Two and four studies suggested equivalence between interventions and controls for knowledge and skills, respectively. Evidence suggested that serious gaming was at least as effective as other digital education modalities for these outcomes. There was insufficient evidence to conclude whether one type of serious gaming/gamification intervention is more effective than any other. There was limited evidence for the effects of serious gaming/gamification on professional attitudes. Serious gaming/gamification may improve satisfaction, but the evidence was limited. Evidence was of low or very low quality for all outcomes. Quality of evidence was downgraded due to the imprecision, inconsistency, and limitations of the study. Conclusions: Serious gaming/gamification appears to be at least as effective as controls, and in many studies, more effective for improving knowledge, skills, and satisfaction. However, the available evidence is mostly of low quality and calls for further rigorous, theory-driven research.
256 citations
Cites background from "An update to the systematic literat..."
...Meta-analyses have suggested that these interventions could significantly enhance learning among school students [49], adult workforce trainees [50], and mixed-age groups with regard to cognitive and attitudinal outcomes [51,52] and knowledge acquisition [53]....
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TL;DR: The authors conducted a meta-analysis of 30 independent interventions (3,202 participants) drawn from 24 quantitative studies that have examined the effects of gamification on student academic performance in various educational settings.
193 citations
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TL;DR: The findings revealed that playing computer games is linked to a range of perceptual, cognitive, behavioural, affective and motivational impacts and outcomes, and the most frequently occurring outcomes and impacts were knowledge acquisition/content understanding and affective
Abstract: This paper examines the literature on computer games and serious games in regard to the potential positive impacts of gaming on users aged 14 years or above, especially with respect to learning, skill enhancement and engagement. Search terms identified 129 papers reporting empirical evidence about the impacts and outcomes of computer games and serious games with respect to learning and engagement and a multidimensional approach to categorizing games was developed. The findings revealed that playing computer games is linked to a range of perceptual, cognitive, behavioural, affective and motivational impacts and outcomes. The most frequently occurring outcomes and impacts were knowledge acquisition/content understanding and affective and motivational outcomes. The range of indicators and measures used in the included papers are discussed, together with methodological limitations and recommendations for further work in this area.
2,178 citations
TL;DR: A meta-analytic review of the video-game research literature reveals that violent video games increase aggressive behavior in children and young adults and that playing violent videogames also decreases prosocial behavior.
Abstract: Research on exposure to television and movie violence suggests that playing violent video games will increase aggressive behavior. A meta-analytic review of the video-game research literature reveals that violent video games increase aggressive behavior in children and young adults. Experimental and nonexperimental studies with males and females in laboratory and field settings support this conclusion. Analyses also reveal that exposure to violent video games increases physiological arousal and aggression-related thoughts and feelings. Playing violent video games also decreases prosocial behavior.
1,978 citations
"An update to the systematic literat..." refers background in this paper
...Just as Anderson & Bushman (2001) and Anderson (2004) found that playing violent entertainment games leads to increased aggression, 3 papers in the current study reported that playing video games with prosocial content led to increases in prosocial behaviours (Greitemeyer, 2010; Greitemeyer &…...
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TL;DR: The flow model of optimal experience and optimal development is described, how flow and related constructs have been measured are explained, recent work in this area is discussed, and some promising directions for future research are identified.
Abstract: What constitutes a good life? Few questions are of more fundamental importance to a positive psychology. Flow research has yielded one answer, providing an understanding of experiences during which individuals are fully involved in the present moment. Viewed through the experiential lens of flow, a good life is one that is characterized by complete absorption in what one does. In this chapter, we describe the flow model of optimal experience and optimal development, explain how flow and related constructs have been measured, discuss recent work in this area, and identify some promising directions for future research.
1,810 citations
01 Sep 2008-International Journal of Human-computer Studies \/ International Journal of Man-machine Studies
TL;DR: Overall the findings suggest that immersion can be measured subjectively as well as objectively (task completion time, eye movements) and negative emotions and uneasiness also run high.
Abstract: Despite the word's common usage by gamers and reviewers alike, it is still not clear what immersion means. This paper explores immersion further by investigating whether immersion can be defined quantitatively, describing three experiments in total. The first experiment investigated participants' abilities to switch from an immersive to a non-immersive task. The second experiment investigated whether there were changes in participants' eye movements during an immersive task. The third experiment investigated the effect of an externally imposed pace of interaction on immersion and affective measures (state anxiety, positive affect, negative affect). Overall the findings suggest that immersion can be measured subjectively (through questionnaires) as well as objectively (task completion time, eye movements). Furthermore, immersion is not only viewed as a positive experience: negative emotions and uneasiness (i.e. anxiety) also run high.
1,490 citations