A Review of Claims on Learning and Motivation in Game-based Learning

Jantina Huizenga · Wilfried Admiraal · Geert Ten Dam

Fri., June 11, 11:00–12:30, Inn Wisconsin

Introduction

The widespread interest in digital game-based learning can be explained by the popularity of games together with ongoing research on the power of digital game-based learning (DGBL), on the one hand, and increased disengagement of the so-called ‘net generation’ or ‘digital natives’ from traditional instruction, on the other hand (Van Eck, 2006). This holds for not only pupils and researchers, but also teachers and parents (Kirriemuir & McFarlane, 2004). Many claims have been made about DGBL in terms of learning and engagement, including, for example, a claim that it motivates the learners because it’s fun (Prensky, 2007). Mishra and Foster (2007) found over 250 claims relating to psychological or physiological effects. They commented, however, “most of these claims have not been validated empirically” (p.3). As many want to use game-based leaning in education, a stronger empirical basis for the effectiveness of games for learning and engagement is required. We would like to know if claims about digital game-based learning can be substantiated by reviewing research addressing the following claims of our interest:

This review of game-based learning will pay attention to the quality of studies and furthermore move beyond the question whether game-based learning works by looking for the effective elements of DGBL the studies provide.

Methodology

This paper provides the results of a review study on digital game-based learning of 4-18 year old children. To select articles we searched several databases (e.g. ERIC and Digiplay), journals and conference proceedings using a systematic approach. We only reviewed studies of digital games, not of simulations, card games or board games. We defined games as a set of activities involving one or more players with goals, constraints, payoffs and consequences and rule-oriented and artificial in some respects. Finally, a game involves some aspects of competition, even if that is competition with oneself (based on Dempsey, et al., 1996). We also added Prensky’s (2007) notions of game as organized play that gives enjoyment and pleasure, feedback, challenge and representation (meaning that there are some narrative, story or fantasy elements in the game). We only included game studies with the target group being children under the age of 18. Moreover, we scored each article on research quality.

Results

Our literature search resulted in 98 articles matching our criteria. As we included not only peer-reviewed articles, we selected only articles which met our requirements of research quality such as explicitly stating which participants were included in the study, and how the data have been collected and analyzed. Of the total of 98 articles, 17 were deleted. Of the remaining total of 81 articles, 64 articles addressed one or more of the claims and are included in our review. The results of the analyses of this set of articles will be presented.

References

Eck, R. van (2006) It’s not just the digital natives who are restless. Retrieved from http://net.educause.edu/ir/library/pdf/erm0620.pdf

Kirriemuir, J. & McFarlane, A. (2004). Report 8: Literature Review in Games and Learning. NESTA Future lab series. [On-line] http://www.futurelab.org.uk/download/pdfs/research/lit_reviews/Games_Review1.pdf

Mishra, P. & Foster, A. N. (2007). The claims of games: A comprehensive review and directions for future research. In R. Carlsen, K. McFerrin, J. Price, R. Weber & D.A. Willis (Eds.) Society for Information Technology & Teacher Education: 2007 18th International Conference. San Antonio, Texas, Association for the Advancement of Computing in Education (AACE).

Prensky, M. (2007). Digital game-based learning. New York: McGraw-Hill.