Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
  1. Home
  2. Search

Refine search

Refine search

Access:
Content type:
Publication date:
Apply   From and To filters
Subject: Show more
Journals Show more
Publishers: Show more
Societies Show more
Series: Show more
Collections: Show more

Actions for selected content:

Select all | Deselect all
  • View selected items
  • Export citations
  • Download PDF (zip)
  • Save to Kindle
  • Save to Dropbox
  • Save to Google Drive

Save Search

You can save your searches here and later view and run them again in "My saved searches".

Please provide a title, maximum of 40 characters.
Cancel
×

1 results

  • 40 - Multimedia Learning with Computer Games

  • from Part VIII - Multimedia Learning with Media
  • Edited by Richard E. Mayer, University of California, Santa Barbara, Logan Fiorella, University of Georgia
  • Book:
    The Cambridge Handbook of Multimedia Learning
    Published online:
    19 November 2021
    Print publication:
    09 December 2021, pp 472-486

  • Summary

    Computer games for learning use multimedia elements such as animation and spoken or printed text to foster learning of academic skills or knowledge. Research on game-based learning can be categorized into three research genres: value added research, cognitive consequences research, and media comparison research. Value added research seeks to determine which game features promote learning. Cognitive consequences research seeks to determine whether students learn anything useful playing an off-the-shelf game. Media comparison research seeks to determine whether students learn better from computer games than from conventional media. Future research is needed that adds replication studies to the research base, determines moderating and mediating factors, examines how to implement games in learning contexts and how to balance motivational and cognitive features in games, and provides practical recommendations.