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TopEducational Video Game Research
Over the past decade, research on educational games has increased as studies conducted by MIT, Harvard, and Indiana University have shown that games hold the potential to promote student learning and engagement (Warren et al., 2009). Ke (2007) reported that over 600 research studies or reports have been written on computer games. From those 600, only 89 could be deemed as being supported with exemplary research. According to Ke (2007), “only 10 of 89 game studies examine the variable of learner characteristics, which confirms that studies on the interaction of learner characteristics and instructional game usage are limited” (p. 19). Simonson (2003) stated the following:
The thrust of current research is no longer on comparing computer-based learning with other media or with the teacher, but in determining what specific computer environments can best enhance student learning and in determining which instructional approaches used in conjunction with the computer are most effective (p. 51).
Groups such as the FAS (2006) support video game play in education because of the creative, engaging, and positive learning environments that are experienced by the player. Incorporating high-quality educational video games into the classroom is a relatively new approach in education. According to the FAS, “there are few reports of clear and unequivocal outcomes for using educational games, an absence of information that might encourage educators to try new and unconventional approaches to instruction” (p. 44).
Although educational video games may be an unconventional form of instruction, the FAS (2006) pointed out the following:
Students remember only 10% of what they read; 20% of what they hear; 30% of what they hear, if they see visuals related to what they are hearing; 50% of what they hear, if they watch someone do something while explaining it; but almost 90% if they do the job themselves, even if only as a simulation (p. 15).