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40 - Multimedia Learning with Computer Games

from Part VIII - Multimedia Learning with Media

Published online by Cambridge University Press:  19 November 2021

By
Richard E. Mayer
Edited by
Richard E. Mayer  and
Logan Fiorella
Richard E. Mayer
Affiliation:
University of California, Santa Barbara
Logan Fiorella
Affiliation:
University of Georgia
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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.

Keywords

computer gamesvideo gameseducational gamesvalue-added researchcognitive consequences researchmedia comparison research
Type
Chapter
Information
The Cambridge Handbook of Multimedia Learning , pp. 472 - 486
Publisher: Cambridge University Press
Print publication year: 2021

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