The DOI matches its Crossref record; 66 of the 66 references it cites were found in a registry or an index.
Computer Gaming and Interactive Simulations for Learning: A Meta-Analysis
Open accessAbstract
Substantial disagreement exists in the literature regarding which educational technology results in the highest cognitive gain for learners. In an attempt to resolve this dispute, we conducted a meta-analysis to decipher which teaching method, games and interactive simulations or traditional, truly dominates and under what circumstances. It was found that across people and situations, games and interactive simulations are more dominant for cognitive gain outcomes. However, consideration of specific moderator variables yielded a more complex picture. For example, males showed no preference while females showed a preference for the game and interactive simulation programs. Also, when students navigated through the programs themselves, there was a significant preference for games and interactive simulations. However, when teachers controlled the programs, no significant advantage was found. Further, when the computer dictated the sequence of the program, results favored those in the traditional teaching method over the games and interactive simulations. These findings are discussed in terms of their implications for exiting theoretical positions as well as future empirical research.
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Cites
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Cited by
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A meta-analysis of the cognitive and motivational effects of serious games.
Wouters, P., van Nimwegen, C., van Oostendorp, H., & van der Spek, E. D. (2013) · Journal of Educational Psychology · doi:10.1037/a0031311 · Cited by 1,864
Digital Games, Design, and Learning: A Systematic Review and Meta-Analysis
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Review of trends from mobile learning studies: A meta-analysis
Wu, W.-H., Jim Wu, Y.-C., Chen, C.-Y., Kao, H.-Y., Lin, C.-H., & Huang, S.-H. (2012) · Computers & Education · doi:10.1016/j.compedu.2012.03.016 · Cited by 946
Metadata
- Authors
- Vogel, J. J., Vogel, D. S., Cannon-Bowers, J., Bowers, C. A., Muse, K., & Wright, M.
- Venue
- Journal of Educational Computing Research
- Publisher
- SAGE Publications
- Published
- 2006-04
- Volume
- 34
- Issue
- 3
- Pages
- 229-243
- ISSN
- 0735-6331 (ISSN-L)
- 1541-4140
- OpenAlex
- W1968897564
- Cited by
- 935
- References
- 66
- FWCI
- 5.27
- Type
- journal article
- Language
- en
- Open access
- green
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- Vogel, J. J., Vogel, D. S., Cannon-Bowers, J., Bowers, C. A., Muse, K., & Wright, M. (2006). Computer Gaming and Interactive Simulations for Learning: A Meta-Analysis. Journal of Educational Computing Research. https://doi.org/10.2190/flhv-k4wa-wpvq-h0ym
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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