By Richard E. Mayer
Educational computer games have promise for improving learning, but we are just beginning to test that potential in scientific research.
Potential and Pitfalls of Educational Computer Games:
Potential
- Game features promote motivation (increasing generative processing).
- Instructional features promote learning (increasing essential processing).
Pitfalls
- Game features diminish learning (increasing extraneous processing).
- Instructional features diminish motivation (decreasing generative processing).
Cognitive Theory of Multimedia Learning:
Illustration 1: Cognitive Theory of Multimedia Learning.
Three Kinds of Cognitive Processes During Learning:
| Process | Definition | Effects of games |
| Extraneous. | Cognitive processing during learning that does not serve the instructional objective. | + Game features – Instructional features. |
| Essential. | Cognitive processing during learning required to mentally represent the presented material (e.g., selecting). | + Game features – Instructional features. |
| Generative. | Cognitive processing during learning required to make sense of the presented material (e.g., selecting, organizing, integrating). | + Game features – Instructional features. |
Players in Game Research:
| Who | What they do | How they view games |
| Visionaries | Inspire | Positive |
| Developers | Dazzle | Positive |
| Educators | Connect | Positive |
| Investigators | Inform | Critical |
Problem
- Strong claims based on weak evidence.
Solution
- Develop game research methodologies.
- Produce high-quality evidence base on games for learning.
- Ground game research in cognitive theory.
- Foster collaboration among visionaries, developers, educators, and investigators.
What are games for learning?
Games for learning are games intended to promote learning (i.e., intended to improve performance on target tasks).
Play Game → Improve on measures of learning outcome
What are the characteristics of educational games?
| Characteristic | Description |
| Rule-based | Events occur based on a set of knowable rules. |
| Responsive | Environment allows for player to act and responds promptly and saliently. |
| Challenging | Environment provides opportunities for success on difficult tasks. |
| Cumulative | Current state of the environment reflects player’s previous actions and allows for assessment of progress towards goals. |
© Richard E. Mayer. 29 May 2016.
This article is edited version of Professor Mayer’s PDF presentation ‘Three Genres of Game Research’. Published here with permission from Professor Mayer. Brought to publication here by Dr. Gil Dekel. Image © geralt/pixabay, used with permission of creator.
