ABSTRACT
This chapter describes computerized educational games, operating within or outside the curriculum, designed to help people learn about certain or many subjects, expand concepts, reinforce development, understand a historical event or culture, or assist them in learning a skill as they play, but do so within the context of a game that has rules and clear objectives (e.g., to “win”). Games involve interactive play that teaches goals, rules, structure, adaptation and problem solving, all often represented as a story. There are many types of games, for example, action, adventure, animated tutorial, puzzle, role-playing, simulation, sports, strategy, virtual reality, virtual world and games-based construction learning. Theoretically, digital games are based on Bloom’s cognitive taxonomic levels. that is, remembering, understanding, analyzing, applying, evaluating and creating. Of 488 studies of games in school, 81% of these studies reported games to be more effective than traditional instruction. Meta-analyses found a medium effect for cognition (effect size = 0.67) and affect (effect size = 0.51), with overall ESs = 0.77 and 0.86. Five examples of games are given. There is little in the literature about training. Games have been spread to a great many countries, many subjects, higher education and the workplace, and into digital technology. References and Bibliography conclude the chapter.
