Effective knowledge development in game-based learning environments: Considering research in cognitive processes and simulation design

Gaming and Cognition: Theories and Practice from the Learning Sciences

Volumn , Issue , 2010, Pages 152-168

  Adcock, Amy B ^a   Watson, Ginger S ^a   Morrison, Gary R ^a   Belfore, Lee A ^b  

^a OLD DOMINION UNIVERSITY   (United States)

^b Old Dominion University   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84899252957     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4018/978-1-61520-717-6.ch007     Document Type: Chapter

References (35)

1. Alessi, S. M. (1988). Fidelity in the design of instructional simulations. Journal of ComputerBased Instruction, 15(2), 40-47.
2. Alessi, S. M. (2000). Simulation design for training and assessment. In O'Neill, H. F. Jr, & Andrews, D. H. (Eds.), Aircrew training and assessment (pp. 197-222). Mahwah, NJ: Lawrence Erlbaum Associates.
3. Alessi, S. M., & Trollip, S. R. (2001). Multimedia for learning: Methods and development. Boston, MA: Allyn & Bacon.
4. Amory, A. (2007). Game object model version II: A theoretical framework for educational game development. Educational Technology Research and Development, 55(1), 51-77. doi:10.1007/s11423-006-9001-x
5. Anderson, J. R. (2000). Cognitive psychology and its implications (5th ed.). New York: Worth Publishing.
6. Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. In Spence, K. W., & Spence, J. T. (Eds.), The psychology of learning and motivation (Vol. 2, pp. 89-195). New York: Academic Press.
7. Baddeley, A. (1992). Working memory. Science, 255, 556-559. doi:10.1126/science.1736359
8. Bransford, J., Brown, A., & Cocking, R. (Eds.). (1999). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
9. Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction, 8(4), 293-332. doi:10.1207/s1532690xci0804_2
10. Chi, M. T. H., Glaser, R., & Rees, E. (1982). Expertise in problem solving. In Sternberg, R. J. (Ed.), Advances in the psychology of human intelligence (Vol. 1, pp. 7-76). Hillsdale, NJ: Erlbaum.
11. Crawford, C. (1984). The art of computer game design. Berkeley, CA: Osborne/McGraw-Hill.
12. De Jong, T., De Hoog, R., & De Vries, F. (1993). Coping with complex environments: The effects of providing overviews and a transparent interface on learning with a computer simulation. International Journal of Man-Machine Studies, 39(4), 621-639. doi:10.1006/imms.1993.1076
13. de Jong, T., & Van Joolingen, W. R. (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68(2), 179-201.
14. deGroot, A. D. (1965). Thought and choice in chess. The Hague, Netherlands: Mouton.
15. Federation of American Scientists. (2005). Harnessing the power of educational games. Retrieved from http://fas.org/gamesummit/Resources/Summit%20on%20Educational%20Games.pdf
16. Foster, A., & Mishra, P. (2009). Disciplinary knowledge construction while playing a simulation strategy game. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2009 (pp. 1439-1444). Chesapeake, VA: AACE.
17. Gee, J. P. (2004). Learning by design: Games as learning machines. Interactive Educational Multimedia, 8, 15-23.
18. Hillyard, S. A. (2008). Event-related potentials (ERPs) and cognitive processing. In Squire, L. R. (Ed.), Encyclopedia of neuroscience (3rd ed., pp. 13-18). San Diego, CA: Academic Press.
19. Jonassen, D. H. (1997). Instructional design models for well-structured and ill-structured problem-solving learning outcomes. Educational Technology Research and Development, 45(1), 65-94. doi:10.1007/BF02299613
20. Jonassen, D. H., & Ionas, I. G. (2008). Designing effective supports for causal reasoning. Educational Technology Research and Development, 56(3), 287-308. doi:10.1007/s11423-006-9021-6
21. Kalyuga, S., Ayres, P., Chandler, P., & Sweller, J. (2003). The expertise reversal effect. Educational Psychologist, 38(1), 23-31. doi:10.1207/S15326985EP3801_4
22. Killi, K. (2005). Digital game-based learning: Towards an experiential gaming model. The Internet and Higher Education, 8(1), 13-24. doi:10.1016/j.iheduc.2004.12.001
23. Kirkpatrick, D. L. (1994). Evaluating training programs: The four levels. San Francisco, CA: Berrett-Koehler.
24. Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential and inquiry-based teaching. Educational Psychologist, 41(2), 75-86. doi:10.1207/s15326985ep4102_1
25. Low, R. (in press). Examining motivational factors in serious educational games. In Van Eck, R. (Ed.), Gaming & cognition: Theories and practice from the learning sciences. Hershey, PA: IGI Global.
26. Magerko, B., Heeter, C., & Medler, B. (in press). Individual differences in students: How to adapt games for better learning experiences. In Van Eck, R. (Ed.), Gaming & cognition: Theories and practice from the learning sciences. Hershey, PA: IGI Global.
27. Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge, UK: Cambridge University Press.
28. McClelland, J. L. (2000). Connectionist models of memory. In Tulving, E., & Craik, F. I. M. (Eds.), The Oxford handbook of memory (pp. 583-596). New York: Oxford University Press.
29. Reese, D. D. (in press). Games to evoke and assess readiness to learn conceptual knowledge. In Van Eck, R. (Ed.), Gaming & cognition: Theories and prctice from the learning sciences. Hershey, PA: IGI Global.
30. Sweller, J. (1999). Instructional design in technical areas. Camberwell, Victoria, Australia: Australian Council for Educational Research.
31. Tessmer, M. (1993). Planning and conducting formative evaluation. London: Kogan Page Limited.
32. Van Eck, R. (2007). Six ideas in search of a discipline. In Shelton, B., & Wiley, D. (Eds.), The design and use of simulation computer games in education. Rotterdam, The Netherlands: Sense Publishing.
33. van Gog, T., Ericsson, K., Rikers, R., & Paas, F. (2005). Instructional design for advanced learners: Establishing connections between the theoretical frameworks of cognitive load and deliberate practice. Educational Technology Research and Development, 53(3), 73-81. doi:10.1007/BF02504799
34. van Merriënboer, J., & Ayres, P. (2005). Research on cognitive load theory and its design implications for e-learning. Educational Technology Research and Development, 53(3), 5-13. doi:10.1007/BF02504793
35. Zyda, M. (2005). From visual simulation to virtual reality to games. IEEE Computer, 38(9), 25-32.