The DOI matches its Crossref record; 32 of the 32 references it cites were found in a registry or an index.
Digital Game-Based Learning in high school Computer Science education: Impact on educational effectiveness and student motivation
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“Papastergiou (2009) found that games improved students' knowledge of computer memory systems to a greater extent than other computer-mediated learning tools, namely, educational websites.”
From Students’ perception of Kahoot!’s influence on teaching and learning (2018) · cites this paper as Papastergiou (2009)
In the citing paper
“In fact, consistent with Papastergiou's (2009) findings, students noted that Kahoot!improved classroom dynamics, engagement, motivation and learning beyond what would be expected from traditional teaching methods (e.g.normal PowerPoint slides and chalk and talk).”
From Students’ perception of Kahoot!’s influence on teaching and learning (2018) · cites this paper as Papastergiou's (2009)
In the citing paper
“they can improve students' motivation and learning outcomes when they are playfully integrated”
From Integrating Augmented Reality, Gamification, and Serious Games in Computer Science Education (2023) · cites this paper as [6]
Citations
Cites
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“Those findings seem to support the outcomes of certain prior studies (Klawe, 1999; Rosas et al., 2003) and those of a very recent study (Ke & Grabowski, 2007) on school children, which showed that educational computer games contributed to increased academic achievement and motivation compared to traditional teaching i…”
BackgroundResultFrom Barbie to Mortal Kombat: gender and computer games
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Metadata
- Authors
- Papastergiou, M.
- Venue
- Computers & Education
- Publisher
- Elsevier BV
- Published
- 2009-01
- Volume
- 52
- Issue
- 1
- Pages
- 1-12
- ISSN
- 0360-1315 (ISSN-L)
- OpenAlex
- W2008799189
- Cited by
- 1,689
- References
- 32
- Citations by year
- 2026: 34 · 2025: 72 · 2024: 91 · 2023: 110 · 2022: 96 · 2021: 118 · 2020: 134 · 2019: 138 · 2018: 116 · 2017: 116 · 2016: 125 · 2015: 125 · 2014: 122 · 2013: 113 · 2012: 82
- FWCI
- 56.76
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Computers & Education (publishedVersion)
- University of Thessaly Institutional Repository (University of Thessaly) (submittedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
- Physical Sciences › Computer Science › Computer Science Applications › Teaching and Learning Programming
- Social Sciences › Sociology and Political Science › Digital Games and Media
- Keywords
- game-based learning, computer science education, high school students, student motivation, learning effectiveness, gender differences
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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