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An update to the systematic literature review of empirical evidence of the impacts and outcomes of computer games and serious games
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“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].”
From Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy (2016) · cites this paper as [6]
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Cited by
Sorted by citations
Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O., & Kerres, M. (2020) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-019-0176-8 · Cited by 1,097
“Whilst other reviews of educational technology and student engagement have found studies to be largely STEM focused (Boyle et al., 2016; Li et al., 2017; Lundin et al., 2018; Nikou & Economides, 2018), this corpus features a more balanced scope of research, with the fields of Arts & Humanities (42…”
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Bai, S., Hew, K. F., & Huang, B. (2020) · Educational Research Review · doi:10.1016/j.edurev.2020.100322 · Cited by 994
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“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].”
Method
Metadata
- Authors
- Boyle, E. A., Hainey, T., Connolly, T. M., Gray, G., Earp, J., Ott, M., Lim, T., Ninaus, M., Ribeiro, C., & Pereira, J.
- Affiliations
- University of the West of Scotland (GB)
- Istituto per le Tecnologie Didattiche (IT)
- Heriot-Watt University (GB)
- University of Graz (AT)
- Instituto de Engenharia de Sistemas e Computadores Investigação e Desenvolvimento (PT)
- Corresponding author
- Boyle, Elizabeth A.
- ORCID
- Venue
- Computers & Education
- Publisher
- Elsevier BV
- Published
- 2016-03
- Volume
- 94
- Pages
- 178-192
- ISSN
- 0360-1315 (ISSN-L)
- OpenAlex
- W2194213766
- Cited by
- 1,133
- References
- 165
- Citations by year
- 2026: 86 · 2025: 80 · 2024: 91 · 2023: 125 · 2022: 128 · 2021: 158 · 2020: 141 · 2019: 132 · 2018: 101 · 2017: 62 · 2016: 29
- FWCI
- 13.56
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Computers & Education (publishedVersion)
- CNR ExploRA (submittedVersion)
- Funders
- EU (258169)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
- Social Sciences › Sociology and Political Science › Digital Games and Media
- Physical Sciences › Computer Science › Human-Computer Interaction › Virtual Reality Applications and Impacts
- Keywords
- serious games, video games, game-based learning, match outcome, knowledge acquisition, behavior change, affective learning outcomes, cognitive outcomes, physiological outcomes, STEM education, health education, game features, student engagement
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