International Journal of Computer Games Technology / 2019 / Article / Tab 1

Review Article

A Meta-Analysis of Use of Serious Games in Education over a Decade

Table 1

A summary of influencing factors, positive and negative findings.

ItemsFindings

Influencing factors(1) Perceived usefulness of the game and the interaction of students with colleagues [4];
(2) Goals and ease of use [5];
(3) Relationships between learning attributes and gaming mechanics [6];
(4) Backstory and production, realism, artificial intelligence and adaptivity, interaction, and feedback and debriefing [7];
(5) Gaming easiness and instruction [8]; Surprises [9, 10];
(6) Instructional content, game dimensions, game cycle, debriefing, perceived educational value, transfer of learnt skills and intrinsic motivation [11];
(7) Types of serious games and age of learners [1];
(8) Games with different features [12].

Positive findingsSerious games were reported effective to:
(1) facilitate learners' holistic understanding of scientific conceptions [7],
(2) obtain cognitive abilities,
(3) increase positive affect of learning and improve teaching in the sciences [14],
(4) provide flexible learning [15],
(5) improve learning outcomes [16],
(6) facilitate socio-cultural learning in terms of cognitive and motivational effects [21] and team opinions [17],
(7) improve cross cultural communication competence [11],
(8) improve script collaboration based professional learning and learner satisfaction [18].

Negative findings(1) The nature of serious games negatively influenced the relationship between mental workload and learning effect [22].
(2) No significant differences in in-depth learning were found among learners [23].
(3) Some serious games aggravated the mental workload and decreased the learning effectiveness [24].

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