Conference Paper

The design of an electronic self-regulation skill notebook for the development of meta-cognitive strategies and self-assessment in digital game-based learning environments.

DOI: 10.1145/1400549.1400677 In proceeding of: Proceedings of the 2008 Spring Simulation Multiconference, SpringSim 2008, Ottawa, Canada, April 14-17, 2008
Source: DBLP

ABSTRACT Since the introduction of lantern slides in the early 1900s, educators have sought to enhance the teaching and learning process through the use of technology. We have pursued television, film, overhead projectors, computer-based instruction, and distance education. Yet, each of these technologies has failed to produce significant learning gains. In fact, over 50 years of research have shown that the effectiveness of a technology-based instructional tool is due to the instructional strategies employed, not the technology itself [Clark, 1983, 2001; Russell, 2001]. The current trend in education towards the use of serious games and Web 2.0 resources are flawed with the same optimism as early technologies. This does not dissuade us from searching for instructional environments that provide sound instructional strategies along with an interface engaging to learners. However, the advanced affordances in game-based environments allow for large-scale implementations of very effective instructional strategies, such as situated problem-based scenarios. This advantage, combined with the ability to engage today's learners, makes game-based learning environments an instructional technology with great promise.

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    ABSTRACT: The proposed methodological framework reviews and uses knowledge from the field of cognitive psychology in order to evaluate aspects of educational games. In particular, we concentrate on two components of human cognition that play a central role in learning, namely memory and motivation. After having reviewed theories in the field, we created a questionnaire in order to evaluate educational games. The questionnaire incorporates different experimental findings of cognitive psychology. In particular, we have applied Maslow|s motivation theory, behavioural findings on reinforcement, experimental findings about attention and memory. We present the results obtained from the evaluation of three games, Angry Birds, PAC-MAN and Mega Jump. The results confirmed the user ratings of the three games, showing that there seem to be cognitive reasons for the success/failure of different games. Finally, a list of guidelines for developers is included.
    IJLT. 01/2011; 6:263-287.