The Effects of Video Games on Learning
Wouters, van Nimwegen, van Oostendorp, and van der Spek (2013) viewed the effects of aspects of serious games on players’ cognitive abilities and learning through a meta-analysis of previous studies on video games both peer-reviewed and not peer-reviewed articles. The meta-analysis used a media comparison approach that compared the effect serious games had on learning to the effects of other sources of media. Serious games were defined as interactive, goal oriented games with a degree of challenge, set rules and some sort of feedback. The serious nature of the games was defined as games where entertainment is a secondary goal to training in a variety of subjects including communication and problem-solving skills. Articles were chosen for analysis were subject to four criteria factors including, experimental group learning through a serious game, the content learned was the same, data was able to be calculated as effect sizes and participants were nondisabled individuals. Learning was measured in use of knowledge in testing or the use of cognitive skills through applying rules and concepts to make decisions. Wouters et. al (2013) compared serious gaming by itself with other media sources. Serious gaming combined with additional instruction was also compared to other instruction in thought that serious game use could be used as supplemental instruction.
Wouters et. al (2013) found that serious games predict higher levels of content retention from learning exercises than other media sourced used for learning purposes. This suggests that serious computer games are a better source of learning potential than other sources. Higher achievement on learning scores was predicted by serious gaming with supplemental instruction over only typical instruction. Serious games show an additive nature with typical instruction and prove to enhance learning. Higher learning achievement was also more likely to occur if participants engaged in serious gaming over multiple sessions. Increased contact with the games may have resulted in higher results due to participants adapting to the skills needed for playing the games, for example using a joystick or mouse for non-gamers. Different types of game play also had an effect on participants’ learning potentials. The meta-analysis focused on the social aspect some games have and then graphical differences between certain games. Playing serious games as a group improved learning potential among participants. Cartoonish games and realistic games, those with photo realistic graphics, do not seem to improve learning scores. Games of a Schematic variety are statistically beneficial for improving learning potential. Schematic games are those with a maze-like or text based style. The graphics are virtually non-existent. Zork is a well-known adventure based game in Schematic style.
Wouters et. al (2013) found that serious games predict higher levels of content retention from learning exercises than other media sourced used for learning purposes. This suggests that serious computer games are a better source of learning potential than other sources. Higher achievement on learning scores was predicted by serious gaming with supplemental instruction over only typical instruction. Serious games show an additive nature with typical instruction and prove to enhance learning. Higher learning achievement was also more likely to occur if participants engaged in serious gaming over multiple sessions. Increased contact with the games may have resulted in higher results due to participants adapting to the skills needed for playing the games, for example using a joystick or mouse for non-gamers. Different types of game play also had an effect on participants’ learning potentials. The meta-analysis focused on the social aspect some games have and then graphical differences between certain games. Playing serious games as a group improved learning potential among participants. Cartoonish games and realistic games, those with photo realistic graphics, do not seem to improve learning scores. Games of a Schematic variety are statistically beneficial for improving learning potential. Schematic games are those with a maze-like or text based style. The graphics are virtually non-existent. Zork is a well-known adventure based game in Schematic style.
C.S. Green and D. Bavelier article (2012) researched different reviews to see if video games promote learning and as a way of training. It was been speculated in the past that video games could possibly promote memory, speed processing, executive functions, and increase fluid intelligence, which is the ability to think quickly and abstractly. Extrinsic and intrinsic factors may affect how an individual learns while playing video games. An individual’s age or developmental stage may affect their ability to learn. Younger minds are more tangible and plastic compared to their elders who have minds that are fixed and inflexible. With training, the adult mind could become more plastic as well as obtain functions that may have been damaged or lost, such as strokes effecting individual’s vision. Learning and training gives hope to individuals. For an individual to learn one may have to adopt a teaching style that is personalized to the individual’s abilities, this is referred to as differentiated instruction.
C.S. Green and D. Bavelier (2012) discovered that if someone played a game version of the Tower of Hanoi task, this individual had an increase in high-level planning or spatial working memory, as well as rules and strategies that would allow the individual to complete the task more effectively and efficiently. Another way that video games show that learning has occurred is whenever someone has to demonstrate perceptual learning, which is the ability to notice changes in the environment and react accordingly. This improves after persist exposure. Learning can be viewed as hierarchical learning. This is when tasks can have certain aspects that are generalized and are similar to one another. This allows for learning to benefit both tasks and building from each other. Video games enhance the abilities of learning through perception, cognition, and attention. A possible study that could be executed in the future could try and answer whether higher cognitive tasks requiring statistical inference but involving problem solving with benefit.
C.S. Green and D. Bavelier (2012) discovered that if someone played a game version of the Tower of Hanoi task, this individual had an increase in high-level planning or spatial working memory, as well as rules and strategies that would allow the individual to complete the task more effectively and efficiently. Another way that video games show that learning has occurred is whenever someone has to demonstrate perceptual learning, which is the ability to notice changes in the environment and react accordingly. This improves after persist exposure. Learning can be viewed as hierarchical learning. This is when tasks can have certain aspects that are generalized and are similar to one another. This allows for learning to benefit both tasks and building from each other. Video games enhance the abilities of learning through perception, cognition, and attention. A possible study that could be executed in the future could try and answer whether higher cognitive tasks requiring statistical inference but involving problem solving with benefit.