Serious video game effectiveness

ACM International Conference Proceeding Series

Volumn 203, Issue , 2007, Pages 49-55

  Wong, Wee Ling ^a   Shen, Cuihua ^b   Nocera, Luciano ^a   Carriazo, Eduardo ^a   Tang, Fei ^a   Bugga, Shiyamvar ^a   Narayanan, Harishkumar ^a   Wang, Hua ^b   Ritterfeld, Ute ^b  

^a Viterbi School of Engineering ^*  (United States)

^b UNIVERSITY OF SOUTHERN CALIFORNIA   (United States)

Author keywords

Computer games; Digital media; Education; Entertainment education; Hypertext; Interactivity; Learning effects; Media richness; Motivation; Replay; Serious games; Text

Indexed keywords

EDUCATION; LEARNING SYSTEMS; MOTIVATION; SOCIAL ASPECTS; TEXT PROCESSING;

COMPUTER GAMES; DIGITAL MEDIA; ENTERTAINMENT; HYPERTEXTS; INTERACTIVITY; LEARNING EFFECTS; MEDIA RICHNESS;

INTERACTIVE COMPUTER GRAPHICS;

EID: 34548007926     PISSN: None     EISSN: None     Source Type: Conference Proceeding    
DOI: 10.1145/1255047.1255057     Document Type: Conference Paper

References (47)

1. Baltra, A. Language learning through video adventure games. Simulation & Gaming, (1990) 4, 445-452.
2. Biocca, F. The evolution of interactive media. In M. C. Green, J. J. Strange, & T. C. Brock (Eds.), Narrative impact. Social and cognitive foundations (pp. 97-130). Mahwah, NJ: Lawrence Erlbaum Associates, 2002.
3. Burke, K. (2000). Sixty percent of all Americans play video games, contributing to the fourth straight year of doubledigit growth for the interactive entertainment industry. Retrieved June 1, 2004, from Interactive Digital Software Association Web site: http://www.isda.com/releases/4-21-2000. html.
4. DeLeon V. and Berry R Bringing VR to the desktop: Are you game? IEEE Multimedia April-June 2000, p68-72.
5. Din, F. S., & Calao, J. The effects of playing educational video games on kindergarten achievement. Child Study Journal, (2001) 2, 95-102.
6. Durik, A. M., & Harackiewicz, J. M. Achievement goals and intrinsic motivation: Coherence, concordance, and achievement orientation. Journal of Experimental Social Psychology, (2003) 4, 378-385.
7. Greenfield, P., & Cocking, R. R. (Eds.). Effects of interactive entertainment technologies on development. Special issue of Journal of Applied Developmental Psychology, 1 1994.
8. Jenkins, H., Klopfer, E., Squire, K., and Tan, P. Entering the education arcade. Comput. Entertain. 1, 1 (Oct. 2003), 17-17. DOI=http://doi.acm. org/10.1145/950566.950591
9. Kafai, Y. B. Minds in play: Video game design as a context for children's learning. Hillsdale, NJ: Lawrence Erlbaum Associates, 1995.
10. Klimmt, C., Vorderer, P., & Ritterfeld, U. Interactivity and generalizability: New media, new challenges? In Shapiro, M. (Ed.) Generalizability: Philosophy, challenges and new frontiers. Special Issue of Communication Methods and Measures (in press).
11. Knowledge Adventure www.knowledgeadventure.com
12. Ko, S. An empirical analysis of children's thinking and learning in a video game context. Educational Psychology, (2002) 2, 219-233.
13. Leapfrog www.leapfrog.com/do/findpage?pageKey-grade
14. Lee, F. K., Sheldon, K. M., & Turban, D. B.. Personality and the goal-striving process: The influence of achievement goal patterns, goal level, and mental focus on performance and enjoyment. Journal of Applied Psychology, (2003) 2, 256-265.
15. Lee, K. M., Park, N., & Jing, S. (2006). Narrative and interactivity in computer games. In Vorderer, P. & Bryant, J. (Eds.) Playing video games: Motives, responses, and consequences (pp. 259-274). Mahwah, NJ: Lwarence Erlbaum, 2006.
16. Lee, K. M. & Peng, W. What do we know about social and psychological effects of computer games? A comprehensive review of the current literature. In Vorderer, P. & Bryant, J. (Eds.) Playing video games: Motives, responses, and consequences (pp. 325-346). Mahwah, NJ: Lwarence Erlbaum, 2006.
17. Lee, N.. Interview with Ken Goldstein: May 16, 2005. Comput. Entertain. 3, 3 (Jul. 2005), 2-2. DOI= http://doi.acm.org/10.1145/1077246. 1077250
18. Lepper, M. R., & Henderlong, J. Turning "play" into "work" and "work" into "play": 25 years of research on intrinsic versus extrinsic motivation. In C. Sansone&J.M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation.The search for optimal motivation and performance (pp. 257-310). New York: Academic Press. (2000).
19. Lepper, M. R., & Henderlong, J. Motivation and instruction. In J. W. Guthrie (Ed.), Encyclopedia of education. New York: MacMillan, in press.
20. Lieberman, D. A., Chaffee, S. H.,&Roberts, D. F. Videos, mass media, and schooling: Functional equivalence in uses of new media. Social Science Video Review, (1988) 6, 224-241.
21. Lieberman, D.A. Interactive video games for health promotion: "Effects on knowledge, self-efficacy, social support, and health" In R.L. Street, W.R. Gold, & T. Manning (Eds) Health Promotion and interactive technology: Theoretical applications and future directions, pp 103-120 Mahwah, NJ: Lawrence Erlbaum Associates, 1997.
22. Linnenbrink, E. A., & Pintrich, P. R Multiple pathways to learning and achievement: The role of goal orientation in fostering adaptive motivation, affect, and cognition. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation. The search for optimal motivation and performance (pp. 196-230) New York: Academic Press, 2000.
23. Malone, T. W. Toward a theory of intrinsically motivating instruction. Cognitive Science, 1981 4, 333-369.
24. Markle Foundation: Children and interactive media research compendium update. May 25, 2004, from http://www.markle.org/news/interactive media update.pdf.
25. Marsh T., Wright P. and Smith S. Evaluation for the design of experience: Modelling breakdown of interaction and illusion, CyberPsychology and Behavior (2001) 4:2, 5-238, Mary Ann Liebert Inc. available from www.cs.york.ac.uk/hci/inquisitive/papers/cyberpsy01/cyberpsy01.pdf.
26. Marsh, T., Yang, K., Shahabi, C., Wong, W. L., Nocera, L., Carriazo, E., Varma, A., Yoon, H., Kyriakakis, C., Automating the detection of breaks in continuous user experience with computer games. Conference on Human Factors in Computing Systems CHI '05 extended abstracts on Human factors in computing systems, Portland, Oregon, USA, April 2005 pp. 1629-1632, ISBN:1-59593-002-7.
27. Marsh T., Wong W. L., Carriazo E., Nocera L., Yang K.,Varma A., Yoon H., Huang Y-L, Kyriakakis C, Shahabi C. User Experiences and Lessons Learned from Developing and Implementing an Immersive Game for the Science Classroom Proceedings of HCI International 2005, Las Vegas, Nevada, USA.
28. Maxis Spore spore.ea.com (2006) The Sims and SimCity www.maxis.com
29. Michael, D. and Chen, S. Serious Games: Games that education, train, and inform. ISBN: 1-59200-622-1 Thompson Course Technology PTR, 2006.
30. MIT's Games to Teach initiative www.socialimpactgames.com/modules. php?op=modload&na me=News&file=article&sid=140
31. Mitchell, A., & Savill-Smith, C. The use of video and video games for learning. London: Learning and Skills Development Agency, 2004.
32. Nathan, M., & Robinson, C. Considerations of learning and learning research: Revisiting the "media effects""debate. Journal of Interactive Learning Research, (2001) 1, 69-88.
33. Okan, Z. Entertainment-Education: is learning at risk? BECTA 2003
34. Oyen, A.-S.,&Bebko, J. M.. The effects of video games and lesson contexts on children's mnemonic strategies. Journal of Experimental Child Psychology, (1996) 2, 173-189.
35. Pilky, H. An investigation of cognitive processes engaged in by recreational video game players: Implications for skills of the future. Journal of Research on Technology in Education, (2003) 3, 336-350.
36. Ritterfeld, U. & Weber, R. Video Games for Entertainment and Education. In P. Vorderer & J. Bryant (Eds.), Playing Video Games - Motives, Responses, and Consequences (pp. 399-413). Mahwah, NJ: Lawrence Erlbaum, 2006.
37. Ritterfeld, U., Weber, R., Fernandes, S., & Vorderer, P. Think science! Entertainment-Education in interactive theaters. Videos in Entertainment: Educating Children through Entertainment, (2004) 2/1, http://doi.acm.org/10.1145/973801.973819.
38. Rockwell, S. C., & Bryant, J. Interactivity and enjoyment in a multimedia entertainment application for children. Media Psychology, (1999) 4, 244-259.
39. Sala, T. E., & Boyer, H. P. (1994). Implicit learning and representation of knowledge in tasks of interactive system control. Cognitiva, 1, 47-65.
40. Sellers, M. Designing the experience of interactive play. In P. Vorderer & J. Bryant (Eds.), Playing Video Games - Motives, Responses, and Consequences (pp. 9-24). Mahwah, NJ: Lawrence Erlbaum, 2006.
41. Shah, J. Y., & Kruglanski, A. W. The structure and substance of intrinsic motivation. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation. The search for optimal motivation and performance (pp. 106-130). New York: Academic Press, 2000.
42. Singhal, A., Cody, M. J., Rogers, E. M., & Sabido, M. Entertainment-education and social change: History, research, and practice. Mahwah, NJ: Lawrence Erlbaum, 2004.
43. Singhal, A. & Rogers, E. M. Entertainment-education: A communication strategy for social change. Mahwah, NJ: Lawrence Erlbaum, 1999.
44. Tactical Iraqi™ www.tacticallanguage.com/tacticaliraqi/
45. United Nation's Food Force game. www.food-force.com
46. Vorderer, P., Bryant, J., Pieper, K. M., & Weber, R. Playing video games as entertainment. In P. Vorderer & J. Bryant (Eds.), Playing Video Games - Motives, Responses, and Consequences (pp. 1-8). Mahwah, NJ: Lawrence Erlbaum, 2006.
47. Vorderer, P., Klimmt, C., & Ritterfeld, U. Enjoyment: At the heart of media entertainment. Communication Theory, (2004) 4, 388-408.