ABSTRACT
The use of technology to promote learning goals is now a well-established educational practice. However, a continuing problem has been understanding the underlying processes that govern the effectiveness of technology-enhanced learning environments. While this situation has improved, there are still many aspects that have not been entirely understood. Most often simulations involve targeted training components designed to achieve specific learning goals. Mayer (2011a) divided game and simulation research into three categories: a value-added approach, which questions how specific game features foster learning and motivation; a cognitive consequences approach, which investigates what people learn from serious games; and a media comparison approach, which investigates whether people learn better from serious games than from conventional media.
