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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
ARTICLE

, School of Media, Culture and Society, United Kingdom ; , , School of Engineering and Computing, United Kingdom ; , School of Media, Culture and Society, United Kingdom ; , , Istituto Tecnologie Didattiche (ITD), Italy ; , Herriot Watt University, United Kingdom ; , Department of Psychology, Austria ; , , INESC-ID, Portugal

Computers & Education Volume 94, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

Continuing interest in digital games indicated that it would be useful to update Connolly et al.'s (2012) systematic literature review of empirical evidence about the positive impacts and outcomes of games. Since a large number of papers was identified in the period from 2009 to 2014, the current review focused on 143 papers that provided higher quality evidence about the positive outcomes of games. Connolly et al.'s multidimensional analysis of games and their outcomes provided a useful framework for organising the varied research in this area. The most frequently occurring outcome reported for games for learning was knowledge acquisition, while entertainment games addressed a broader range of affective, behaviour change, perceptual and cognitive and physiological outcomes. Games for learning were found across varied topics with STEM subjects and health the most popular. Future research on digital games would benefit from a systematic programme of experimental work, examining in detail which game features are most effective in promoting engagement and supporting learning.

Citation

Boyle, E.A., Hainey, T., Connolly, T.M., Gray, G., Earp, J., Ott, M., Lim, T., Ninaus, M., Ribeiro, C. & Pereira, J. (2016). An update to the systematic literature review of empirical evidence of the impacts and outcomes of computer games and serious games. Computers & Education, 94(1), 178-192. Elsevier Ltd. Retrieved September 16, 2019 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2015.11.003

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