Computers fewcaton 582012) 651-686 % Contents lists available at SciVerse reeDirect Computers & Education ELSEVIER journal homepage: www.elsevier.com/iocate/compedu A systematic literature review of empirical evidence on computer games and serious games ‘Thomas M. Connolly**, Elizabeth A. Boyle*, Ewan MacArthur*, Thomas Hainey*, James M. Boyle” “University of the We of Scotland, High St Pay PA! 285, Salad United Kegon Universi of Suathade, lg, Sedan, United Higdar ARTICLE INFO ABSTRACT ‘race hry ‘This paper examines the lterature on computer games and serious games in regard to the potential Received 24 October 2011 positive impacts of gaming on users aged 14 years oF above, especialy with respect to learning, skill Sega weal enhancement and engagement. Search tems identified 128 papers reporting empirical evidence sbout ee 2 en the impacts and outcomes of computer games and sericur grmes with respect to lesming and engagement and a multidimensional approach to categorizing games was developed. The findings ‘evealed that playing computer games is nked to ange of perceptual cognitive, behavioural affective oem tod mothederlinpat and Stamnes The ost equny occu ores and impacts were cone Mowe aubtonfeonen ndesendng tnd afetre and etatoal outcomes The ane of sony ‘eet’ maar ued Int nad ‘apes sonuse per hates a Mowans an eomendates fr ther Work ahs ae sent © 2012 bby Eee 1. tntroduction Over the last 40 years computer games have increasingly replaced more traditional games as leisure activities and have had a trans- {ormational impact on how we spend out leisure time. Entertainment games provide engaging activities and it would appear that far from ‘waning. interest in games fr leisure is still growing. The availability of new consoles, platforms and technologies for the delivery of games is an important factor in this continued growth, “Much of the early research on computer games focused on the negative impacts of playing digital games, particularly on the impact of playing violent entertainment games on aggression. Anderson and Bushman's influential meta-analyses suggested that playing violent video games lead to increases in aggressive thoughts, aggressive affect and physiological arousal, reduced arousal to subsequent depictions of violence and decreases in pro-social behaviour (Anderson, 2004; Anderson & Bushman, 2001). Other negative effects of playing digital entertainment games have also been reported, such as difficulties in regulating the amount of time spent playing games (Ogletree & Drake. 2007). addiction (Griffiths & Davies, 2002), social isolation and nauseogenic properties of games with head mounted displays (Meth, Faugioire, Flanagan & Stoflrezen, 2007). Despite this eatly focus on the negative impacts of computer games, there has also been interest in postive effects of playing games. In his meta-analysis of both positive and negative effects of playing violent games, Ferguson (2007) found that playing violent games was associated with better visual spatial abilities, but found no effect of playing violent games on aggressive behaviout. ‘The motivating features of digital games and the suggestions that game players might actually be developing useful skills (Subrahmanyam & Greenfield, 1994) led to optimism that games might provide a useful and attractive new method of learning (de Freitas, 2006). Initially interest focused on how COTS (comnmercial-off-the-shelf) games, which are primarily designed for entertainment, might be used in learning, but interest also grew in games-based learning (GBI), designing games for educational purposes. Modern theories of effective learning suggest that learning is most effective when itis ative, experiential, situated, problem-based and provides immediate ‘eedback (Boyle, Connolly & Hainey, 2011). Games appeared to offer activities which have these features. There has also been interest ‘Cevrespanding author. Tet: 44 014 48 3541; fu 4-44 (0) 11 848 352, mal eddies: tomasconsellyuws ack (EM. Connol 260.125 se ont matter © 2012 Published ty Elsevier I 01016jcomped 201203004cs 14 Conny ej Conputes& Eaton 582012) 651-685 in Serious Games (Sawyer & Smith, 2008) and persuasive games (Bogost, 2007) which have been used to change behaviours and attitudes more broadly in the areas of health, public policy and advertising as well as education and training. However, while there has been much speculation about the use of games in these ways, there has been less in the way of hard evidence to support these claims (Connolly, Stansfield & Hainey, 2008). The aim of the current paper is to carry out a systematic literature review of empirical evidence about the positive impacts and outcomes of computer games and serious games with respect to learning and engagement. 2, Previous research Itis clear that playing digital games leads o a variety of positive outcomes and impacts but itis also acknowledged that the literature on sgamesis fragmented and lacking coherence (Ke, 2009), Ths lack of organisation is regarded as an obstacle to progress in understanding the elfects of games, developing more effective games and proposing guidance about how best to use games in learning. 21. Categorising games and their impacts and outcomes Games and their outcomes and impacts have been analysed along a number of dimensions and itis proposed that these classifications should help in developing a more organized framework for understanding games. In categorizing games it is useful to consider the primary function of the game, that is whether the game was developed initially as a game for entertainment, a game for learning or as. serious game. Digital commercial games (such as Mario Brothers and Grand Theft Auto) were developed primarily for fun, entertainment and recreation. while the main aims of games-based learning (GBL) and serious games are learning and behaviour change. The terms serious games and GBL are sometimes used synonymously (Corti, 2006), although serious games have been developed for the broader purposes of training and behaviour change in business, industry, marketing, healthcare and government NGOs as well as in education (Sawyer & Smith, 2008) Game genre provides an established classification of entertainment games which provides a useful way of identifying commonalities between games. There is no standard accepted taxonomy of genre, although Kirriemuit & McFarlane (2004) acivocated Herz’s (1997) system which is similar to that used by the games industry. Herz distinguishes action games (reaction based games including shooting. and platforms), adventure games (solving logical puzzles to progress through a virtual world), fighting games, puzzle games (such as ‘Tetris, role-playing games, simulations, sports games and strategy games. While genre is relevant to entertainment games, their relevance to games for learning and serious games i less clear. Recently new technologies such as mobile technologies, online games, virtual worlds and ARCs have expanded the ways in which games have traditionally been played, their medium of delivery and the different platforms availabe. Inaddition to categorising games themselves, itis useful to think about dimensions along which the outcomes and impacts of games can be classified. The most important categorization for the current study concerns the learning and behavioural outcomes linked to playing. games. The immense popularity of digital entertainment games suggests that playets enjoy playing games and these positive emotional ‘experiences can themselves be viewed as postive outcomes of playing games. While engagement in games is self evident, our under~ standing of enjoyment in games is poorly developed. Sweetser & Wyeth (2005) claimed that understanding game usability has had priority ‘over understanding game enjoyment, while Vorderer, Klimt & Ritterfield (2004) have suggested that research has neglected to consider the nature of media enjoyment generally Playing games is increasingly linked to learning and several models have been developed that identify distinct learning outcomes that playing digital games can have. Garris, Ahlers & Driskell (2002) made a basic distinction between skills based learning outcomes (including technical and motor skills), cognitive outcomes (including declarative, procedural and strategic knowledge) and affective ‘outcomes (beliefs or attitudes). Ths latter category reflects the potential of games to change players’ emotions in addition to helping them learn. O'Neil, Wainess & Baker (2005) identified five “families of cognitive demands” in playing games: content understanding and problem solving which are content specific skills while collaboration/teamwork, communication and self-regulation are regarded as content inde- pendent skills. Wouters, van der Spek & Oostenclorp (2008) proposed a model of four kinds of learning outcomes that games might have ~ Cognitive learning outcomes, which they divided into knowledge and cognitive skills, motor skills, affective learning outcomes and ‘communicative learning outcomes, Modern accounts of effective learning acknowledge that many variables contribute to or influence task or academic performance. In recognition of this, Connelly etal. (2008) proposed a broad mode! for the evaluation of games for learning that includes motivational variables such as interest and effort, as well as learners’ preferences, perceptions and attitudes to games in addition fo looking at learner performance. The current reviewr adopted a broad ranging approach to categorising outcomes relating to learning and skill acquisition but also affective and motivational outcomes of playing games. 3. Research questions 3.1. Empirical evidence on impacts and autcomes of games Despite the optimism about the potential of games for learning, several authors have noted that there has been a dearth of high quality empirical evidence to support these claims (de Freitas, 2006; Wouters etal, 2009). Consequently the aim of the current paper isto address the question: “What empirical evidence is there concerning the positive impacts and outcomes of computer games?”. In ine with modern accounts of effective learning, impacts and outcomes are defined very broadly to include ‘softer’ emotional, motivational and attitudinal outcomes as well as “harder” knowledge acquisition and skills outcomes (Connolly t al, 2008), The review will also cover COTS games,1 Cnnay ol / Computes & Edw 582012) 661-6585 os ‘which ate primarily designed for fan but which may nevertheless have value in promoting ar enhancing skill or knowledge acquisition. This ‘emphasizes the twin strands of engagement with games and learning with games. ‘The review builds on the results of a number of reviews that have previously been carried out in the area of games-based learning, ‘including the 2004 literature review of Games and Learning by Kirriemuir & McFarlane (2004) and our own more recent work on serious games (Connolly etal, 2008), as well as studies on games developed purely for fun and entertainment. The review wil focus predominantly ‘on UK research, but will draw upon research conducted elsewhere where relevant, 32, Categorising games and their impacts and outcomes ‘A further question forthe current review was whether the multidimensional framework which was developed for categorizing games was useful, 4. Method 41. Data collection 4.11, Databases searched “The electronic databases searched in this review included those identified as relevant to education, information technology and social science: ACM (Association for Computing Machinery), ASSIA (Applied Social Sciences Index and Abstracts), BioMed Central, Cambridge Journals Online, ChiliData, Index to Theses, Oxford University Press (Journals). Science Direct, EBSCO (consisting of Psychology and Behavioural Science, PsycINFO, SocINDEX, Library, Information Science and Technology Abstracts, CINAHL), ERIC (Education Resources Information Center), IngentaConnect, Infotrac (Expanded Academic ASAP), Emerald and IEEE (Institute of Electrical and Electronics Engi- neers) Computer Society Digital Library (CSDL}. 412, Search terms “The search terms that we used included terms for games in conjunction with terms for possible outcomes, impacts or effects of playing ‘zames. Our search terms help to determine the scope of our definition of digital games since many of the terms include the ward “game” such as “computer game", ‘video game", “serious game", “simulation game", "games-based learning’, “online game", but more specific ‘etms were also included such as "MMOG"," MMORPG” and "MUD". The games terms were derived from a previous search carried outon the ‘evaluation of computer games (Connolly et al, 2008) and addressed the variety of games that might be played: ("computer games” OR "video games" OR “serious games" OR “simulation games” OR “games-based learning” OR MMOG OR MMORPG (OR MUD OR “online games") ‘Terms for outcomes or effects of playing games were derived from consideration of terms used for impacts and outcomes as well as specific impacts and outcomes such as learning and skills as well as engagement, motivation attitudes, affect and behaviour: AND (evaluation OR impacts OR outcomes OR effects OR learning OR education OR skills OR behaviour OR attitude OR engagement OR ‘motivation OR affect) 413, Selection of papers for inclusion inthe review ‘A numberof further criteria were specified to select appropriate studies for inclusion in the review. To be included in the review, papers thad to (a) include empirical evidence relating tothe impacts and outcomes of playing games. This was to address the main aim ofthe study in addressing the perceived lack of empirical evidence concerning digital games, (b) date from January 2004 to February 2008, () include an abstract and (4) include participants over the age of 14 years, Ths later criterion was used since the sponsor who commissioned the research was interested inthe use of games by adolescents and adults. Using these four conditions 129 papers met the inclusion criteria and ‘were identified as relevant to the current review. 42. Data analysis 42.1. Coding of papers ‘The 129 papers meeting the inclusion criteria were coded using a data extraction proforma that was developed by considering previous research which categorised games and their outcomes and impacts along, several salient dimensions, 42.11. Categorisation of games. Games themselves were categorized along the following dimensions: Digital or non-digital gomes: While the focus ofthe current study was on digital games, we did not exchide papers about non-digital games. Primary purpose of the game: Games were coded according to whether the game was orginally designed as a game fr entertainment 2 game fr learning oF was a serious game ‘Game genre: Classification of genre was based on Here's (1997) system, Subject Discipline: Where relevant, games were categorized with respect to the knowledge domain/curricular area thatthe game addressed along the following dimensions: health, society, maths, language, engineering, general knowledge, geography and science. PltfornVdelvery: The platform for delivery of the game was categorised as video console, PC, online game, second life, mobile or alternate reality game (ARG).oat 14 Conny ej Conputes& Eaton 582012) 651-685 4212. Categorisation of effects of games. The current study focused on positive outcomes of playing games. The categories which we used in analysing positive outcomes and impacts of games were as foo Behavioural and learning outcomes and impact: Previous research was used in developing the categorization of behavioural and learning ‘outcomes and impacts. Categories used were as follows: knowledge acquistion/content understanding, perceptual and cognitive skils, ‘motor skills, physiological outcomes, affective and motivational outcomes, behaviour change, soft skills and social outcomes. Intended or unintended: Games can have intended outcomes, ie. outcomes which the designer purposefully designed into the game or unintended outcomes, ie. outcomes which were not purposefully designed into the game. Generic or specific impact: The effects of games can be examined with respect to whether they address the effects of playing computer games generally or playing a specific game. 4213. Coding of methods. Included papers were aso coded in terms of a number of methodological dimensions. ‘rudy design: The design was coded according to whether it used a quantitative or qualitative methodology or both. The design of each study was further coded according to whether it used a randomized control tial (RCT), aquasi-experimental design, a survey. a correlational design or a qualitative design. ‘Sampling: Sampling of participants was coded according to whether probability or non probability sampling was used and whether participants were assigned to groups randomnly. ‘Sample: Details ofthe sample included the mean age, age range, number and gender of participants. Between-group comparisons: Where there was 2 comparison between groups, the number of groups and differences between groups were recorded Data collection: Studies were coded in terms of who collected the data and the reliability and validity of the data collection tools) instruments, ata analysis: Statistical methods used and the rationale or the methods of data analysis are described, including whether there were confounding variables and how these were controlled for (e.g use of ANCOVA), Qualitative measures such as dialogue coding are described, Results and conclusions: A summary of the overall results (both statistically significant and non-significant) at immediate post- intervention was provided. 43. Quality ofthe studies To assess the quality of the papers, each paper was read and given a score of 1-3 across the five dimensions described below, where 3 denotes high, 2 denotes medium and 1 denotes low on that criterion. 1. How appropriate isthe research design for addressing the question, or sub-questions of this review (higher weighting for inclusion of a control group)? Papers were coded as + High = 3, eg. RCT # Medium = 2, eg, quasi-experimental controlled study + Low = 1, eg case study, single subject-experimental design, pn 2, How appropriate are the methods & analysis? ‘3. How generalisable are the findings of this study to the target population with respect to the size and representativeness of sample. To ‘what extent would the findings be relevant across age groups (14+), gender, ethnicity, etc? 4, How relevant isthe particular focus ofthe study (including conceptual focus, context, sample and measures) for addressing the question ‘of sub-questions ofthis review? 5. To what extent can the study findings be trusted in answering the study question(s)? test[post-test design The total weight of evidence for each paper was calculated by summing scores on each of the five dimensions. Possible scores ranged from 5 to 15 where 5 is alow score and 15.a high score, Coding of the 129 papers was carried out by four experienced coders who conferred about problematic codings and resolved any discrepancies. 44, Inter-rater reliability ‘To assess inter-rater reliability with respect to the quality coding of the papers, a sub-sample of 19 of the 129 papers (15%) was coded {independently by two of the coders. The inter-rater reliability (p) forthe total scores was 96, showing good agreement between the two coders concerning the quality of the papers. 5. Results 5. Papers identified by search terms ‘Table 1 below shows the number of papers in each ofthe databases that were identified using our seatch terms. As the table shows the search terms identified a large number of papers (7392) demonstrating the huge growth in interest in gaming during this time period, 52, Papers selected using our inclusion criteria ‘Table 1 also shows the number of papers in each database that met the inclusion criteria, Clearly most papers were found in the Science Direct database with Extended Academic ASAP and EBSCO the next most popular, fllowed by ERIC and the ECGBL conferences.1 Cnnay ol / Computes & Edw 582012) 661-6585 os ‘able “tal umber of paper identifi ftom each database and number hosted as eleva Database ‘Nsnber of apes Menem search Number of popes meeting inlson teria 7a = ° Assia 5 Sesence Die ast st SCO 1027 6 EXTENDED ACADEMIC ASAP o 15 Ineesou os a CGAL conferences 2007 a 2008 fs a 5.3, Quality ratings ‘As described in 43, each of the 129 papers was given a quality score and Fig. 1 shows a histogram of the number of papers rated at each score, The mean rating for the 129 papers Was 8.56 and the modal rating forthe papers was 9. Consequently papers fated 9 or over were considered as providing methodologically stronger evidence of the impact of games in that area. 70 papers were rated over 9 and these papers are summarized in Appendices A-G, showing the names ofthe authors, date that the study was reported, the aims and objectives of the study, methods used and the main findings and conclusions of the study as described in Section 4.2.1, The papers are organized with ‘respect to the learning or behavioural outcomes or impacts, 5.4, Study design used in papers Table 2 shows the numbers of papers which used each study design. Results are shown both fr al 129 papets withthe 70 higher quality papers in brackets and this way of reporting the data is adopted in all tables The vast majority 121 (84%) ofthe included papers reported {quantiative daa with only 8 (6%) reporting qualitative data Of the 121 studies which reported quantitative data, 65 (54%) ullzed quas- experimental designs, 43 (36%) survey designs, 12 (10%) used RCT designs, and one study used a correlational design. Of the quasi- experimental designs, 45 (69%) used between-group designs with no randomization and 20 (31%) used a within-group desig with no contol group. The’ studies reporting only qualitative daa ulized case study methodologies, protocol analysis and analysis of perspectives “There was no significant effet of study design upon study quality (RCT versus quasi-experimental versus other quantitative (survey and correlational) versus qualitative) with respect to higher versus lower weight of evidence, (22) = 272, p = 437, two-tailed est, ns) 35 2 result ofa preponderance of quasi-experimental and survey designs, which were evenly spit across weight of evidence. Initially a meta-analysisof the evidence concerning the impacts and outcomes of playing games was planned, However papers identified inthe review were very diverse with respect tothe phenomena researched, underlying theoretical models and methodological approaches Frequency Fig 1. Hitogram of weight f evidence (WOE) quality score for included papers.6 14 Conny ej Conputes& Eaton 582012) 651-685 table? Primary purpose ogame by study design foal papers (higher quality papers in backs) ‘Sud desi Purpose of ame wal Entenainmene Game or earn Serius ame aa ay To) 7a TG) Hy onrestinat O10 10) O10) 10) ‘euas-experimentl 5206) asa) sa) 530) rer 44 (4) 20) 26) Survey sine) 1065) 210) (3) Tota 68136), 4825) 2218) 129(70) adopted and, even amongst the higher quality papers, a minority of papers reported RCTS, the design of choice in evaluating impacts and ‘outcomes of games (Connolly et al, 2008). In view of this methodological heterogeneity a meta-analysis was discounted and a narrative review was held to be most appropriate to capture the diversity ofthe papers. 55, Game variables 55. The primary purpose of the game: entertainment, game for learning, serious games Table 2 also shows the number of papers which focused on entertainment games, games for learning and serious games forall papers and for high quality papers. 68 papers looked at entertainment games and 49 at games for learning. Only 12 papers in the current study described serious games and, of those, most could have been categorised as games for learning, ‘Table 2 also shows that different designs tended to be used in studies of entertainment games and games for learning. 28 studies of games for learning using a quasi-experimental design, with 10 surveys and 6 RCTs, Quasi-experiments (32) were also the design most frequently used in studies of entertainment games but surveys were also very popular (31) with only 4 RCTs 5.52. Digital/non-digital ‘While the focus of the current study was on digital games, the search identified 3 high quality papers about non-digital games. Halpern and Wai (2007) compared the cognitive and perceptual abilities and strategies displayed by expert and novice Scrabble players. \ahed (2008) found that a non-digital board game could help dental students in learning about tooth morphology and Mayer, Carton, de Jong, Leiten and Dammers (2004) described how a complex, non-digital game helped students to understand the complex issues involved in planning urban networks. Consideration of how non-digital games support learning might also help in analysing digital games. 553. Game genre Table 3 shows the number of papers reporting studies using each ofthe game genre both forall papers and for higher quality papers. Simulations were by far the most popular genre (43) followed by ation games (14), puzzles (11, role-playing (8), strategy (6) and adventure (5) games. 2 studies examined the impact of games generally, while 4 addressed the effects of generic online games. ‘Table 3 also shows game gente split by the intention of the game. Simulations were the most frequently reported games in studies of games for learning. with puzzle games the second most popular and overall 80% of games for learning were either simulations or puzzles. The majority of serious games (10 out of 12) were also simulations. Only 10 papers about games for learning and 2 on serious {games used any of the other game genre such as action games, adventure games and strategy games. The most frequently occurring. studies of entertainment games looked at the of impact of games generally (22). but there were also studies on all of the different game genre, with action games (11) the most popular followed by role-playing games (7) but also including fighting, strategy, adventure and sports games Table 4 shows which designs were used in studies using different game gente. Looking at the relationship between study design and game genre reveals considerable heterogeneity in regard tothe methodology used for evaluation. For example, the outcomes of almost 60% ff the simulation games, the most frequently represented in the dataset, were evaluated by quasi-experimental designs. In contrast, neatly ‘70% studies of generic and generic online games inthe data set were evaluated by surveys. The proportion of high quality to total games ‘was fairly similar across genre, although papers about action games (71%) and role-playing games (75%) seemed to be over-represented and papers about puzzle games (27%) under-represented in the higher quality papers. 5.54. Playform/delivery ‘Table 5 shows that the most popular platform for delivery of games was the PC (73), followed by video console (28) and online games (19). with three papers looking at mobile games and one ata virtual world game. Entertainment games were distributed fairly evenly across cs (24) and video consoles (26) with 13 games online, while the majority of games for learning were developed for the PC (38) with 6 games online, 11 of the 12 serious games were delivered by PC while one was 2 non-digital game. 555. Subject discipline/currcular areas “Table 6 shows the different subject disciplines thatthe games described in the papers address, Apart from afew cases, subject discipline was not relevant to entertainment games. The results confirmed that games for learning are being used across a wide range of subject disciplines with health (21) the most popular followed by games about social issues (14), science (11) and business (8). Games about ‘mathematics and statistics (eg. Nte & Stephens, 2008; Wijers, Jonker & Kerstens, 2008), engineering and computing (eg. Papastergiou, 2009), language (eg. Miller & Hegelheimer, 2006: Yip & Kwan, 2006) and history (eg. Akkerman, Admiraal & Huizenga, 2008) were also found,1 Cnnay ol / Computes & Edw 582012) 661-6585 ‘abled {Ge gnve spi by the intention of te game (higher quay papers a brackets) Intention of ame Toa Enenainment Game er arin Serius ae ion Te) sa O00, Tear ‘avenue 32) 20) o. 50) Animated tora oo) 10) ow 10) Board game 10) 10) ow) 20) Fitts 40) 20), 90) 40) Generic games zim 00), o@ zun Cenericnlne games 40) 20) o) 40) Nee device 10) 00) ow) 20) NA 10) TO} 0) 10) Ptr 10) 9(0, 110) 10) Przle 20) 30) 0) 19) acing game 10) (0) 0) 10 akepaying 78) 1 ow 516) Simation 30) 30018) 100) 800 Sports 20) 110) 00) 30) Shatewy 40) 100; 10) 5a) ‘ira ely 10) 010) ow) 10) Toul 505 805) 20) 125070) 56. Outcomes and impacts of playing games “The outcomes and impacts of playing games were analysed in terms of the following vatiables 561, Learning and behavioural outcomes of games ‘A key aim of the current review was to develop a workable classification of outcomes and impacts of playing games with respect to ‘engagement and learning, Table 7 shows the numbers of papers that addressed the different learning and behavioural outcomes and impacts. The most frequently occurring outcomes reported were affective and motivational (33) and knowledge acquisition/content ‘understanding (32) followed by perceptual and cognitive skills (20), behaviour change (13), physiological outcomes (11) and social/soft skill outcomes (11). Higher quality papers were spread fairly evenly across the different outcome categories, although there were slightly, ‘more higher quality papers on perceptual and cognitive outcomes and slightly fewer on social and soft skills outcomes than would be expected, SG.L1. Learning and behavioural outcomes of games by study design. Table 7 shows that the quasi-experiment was the design of choice in studying knowledge acquisition, motor skis, perceptual and cognitive skills and physiological outcomes although a few studies on knovrledge acquisition also used RCTs, surveys and qualitative designs. Surveys were the design used most frequently in studying affective and motivational and social outcomes of games although a few studies used 2 quasi-experimental design and RCT. Methods used in studying behaviour change outcomes were varied and included quasi-experimental, surveys, qualitative and RCTS, There were few ‘qualitative studies overall and no study had a primarily qualitative approach to studying affective and emotional, motor or physiological aspects of games, ‘bled ‘Stay design by game genre hgherquaty papers in brackts) Cane genre rr Toa ‘quate Corot ‘Gasstoperinenal ae suey "aoa O00) Tro) 1017) say TO) Teor Aventure 110) 910) 20) 10) 10) 50) Animated torah, 000) 910) 10) (0) 00) 10) Board game 90) O10) 20) (0) 20) 20) Fang 000) 90) 20) 0) 20) 4@ ene 200) 510) 603) 1) 80) zun ‘Geer otine 110) 910) ow 01) 30) 40 Nee device 000) 910) 10) (0) 10) 20) NA 910), 510) 0, (0) 10) 110) Prtérm 000) 00) 10) (0) 000) pale 200) 510) 73) 20) 210) acing game 20), O10) ow (0) 1 ole plaing 000) 910) 30) (0) 3) ‘Simon 5) 910) B09 5) 16) Spores 000) 00) 210) of) 1) ‘Stnegy 10) 10) 310) 00) ro) ‘ira ely 0.0) O10) ow oo) 10) 1) Tota 30) 10) 538) 20) 802) 128070)ae 14 Conny ej Conputes& Eaton 582012) 651-685 Tables Prmary purpose of te game by plato (higher quality papers in brats Tinto Entrainment game aes fr ering Seow ane ra] 30) O10) (0) Mobi 10) 20) 0(0) Non-digtal game 10) 00) 1) Ontine 86) 5) 010) re 24a) ssui8) ne Video conte 2504) 20) 0(0) Verwoerd 20) 10) 9(0) Grand tt 6505) 4926) 2 5612. Learning and behavioural outcomes by primary purpose of games. Table 8 shows the number of papers which addressed the different ‘outcomes in terms ofthe primary purpose of game. I is evident that papers about entertainment games and games for learning focused on different kinds of outcome, The most frequently occurring outcome with games for learning was knowledge acquistion|content under- standing (26) followed by perceptual and cognitive sklls(7)-In contrast the most frequently occurring outcomes for entertainment games ‘were affective and motivational outcomes (26), although several studies also looked at the acquisition of perceptual and cognitive skills (13) {inentertainment games, Physiological outcomes were only studied in entertainment games. Serious games were faily evenly split across ‘outcome categories, but with no studies of perceptual and cognitive or physiological outcomes, 5362. Discussion of the learning and behavioural outcomes and impacts ofthe higher quality papers In this section the 70 higher quality papers described in Appendices A-G are discussed in more detail. 562.1. Knowledge acquistion/content understanding. 17 higher quality papers reported on games involving knowledge acquisition] Content understanding. Games were developed to support the acquisition of knowledge across a range of curricular areas largely in tertiary education but also in high school, There were few RCTS and the evidence they provided about the impact of games was mixed. Papastergiou (2003) showed improvement in performance on computer memory concepts and Beale, Kato, Marin-Bowling. Guthrie, and Cole (2007) found better perfomance on cancer knowledge for a game playing group compared with a control group. In contrast however Sward, Richardson, Kendrick, and Maloney (2008) found no difference in performance between students using an online game and students using computerised flash cards in their mastery of paediatric knowledge, although students preferred learning. with the game and enjoyed it more. Miller & Hegelheimer (2006) and Rossiou and Papadakis (2008) and Yip and Kwan (2006) found better performance in a game group compared with a control, but these studies did not include pre-tests of the groups. Nte and Stephens (2008) found that students self-reported that a game-based approach was effective in teaching the basic properties of the normal distribution Several studies considered pedagogical aspects of how games were incorporated into learning. For example Cameron and Dwyer (2005) found that introducing a competitive game-based approach into a knowledge acquisition game about the physiology and functions of the ‘human heart did not in itself lead to improved performance, but including feedback about the accuracy of response did. Yaman, Nerdel, & Bayrhuber (2008) found that instructional support, especially in the form of worked out examples, was of particular benefit to students learning about the difficult content area of mitochondrial membranes. ‘Most knowledge acquisition games were learning games designed specifically to address curricular goals in the classroom, although Miller and Hegelheimer (2006) used a COTS games, the SIMS, to teach language. Games have also praved effective in informal learning, environments. For example, Beale et a's game for young people recovering from cancer proved to be an effective vehicle for health bles Stary ef sujet discpinej auricular areas adesea by he gatas (ghee quay papers ue base) Subject discipline Desiness computing ngineenng Entertainment Sener sames (eegiaphy iste Language liar War game Science Sool eee Variety1 Cnnay ol / Computes & Edw 582012) 661-6585 oe ‘able? ‘Stay design by laring and behavioural otc of games (higher quay papers in bac) Teaming outcome Sy desi Toa ‘ateatve Conrail Guashexperinental RCT Sune “Aas and mata 2) Toe Tay aa =e Behaviour change 22) 6(3 10) 4a) Be) Knowledge acqustion/Content understanding 3.2) ne) 5G) ny a2) Meor sels 20) a) 90) 5(0) Be) Pecepual cogniine 20) ne) 10) aa) 2013, Paysilogcal 00) 1015) 10) O10) ne Socials ski outcomes 10) 210) ra) 70) ne Various 00) oo) 90) 110) 10 Tota 86) 534) Re Bey 297) ‘education in adolescents and young adults with chronic illnesses, While knowledlge acquisition was the main focus of these studies, many papers also reported that students enjoyed the game-based approach or found it motivating. 5362.2, Perceptual and cognitive skills. 13 higher quality papers were identified which looked at the impact of games on perceptual and cognitive skill. The majority of these papers (9) focused on entertainment games, with several adding weight tothe growing evidence that players of digital entertainment games display a range of attentional and visual perceptual advantages compared with non-game players, Green and Bavelier (2006) found that game players could numerate and simultaneously track two more items than non-game-players. Terlecki and Newcombe (2005) found that the use of computers including computer games mediated gender differences in mental rota- ton ability, while Feng, Spence, & Pratt (2007) found that giving females experience in playing an action video game reduced gender differences in attentional and spatial skills. ‘Boot, Kramer, Simons, Fabiani & Gratton (2008) were interested in whether the benefits of playing games extended to a broader range ‘of cognitive abilities, such as memory and problem solving. They found mixed results, some supportive of previous research and others ‘not, and suggested that more research is required to find out exactly which perceptual and cognitive skills game playing supports. Barlett, Vowrels,Shanteau, Crow. & Miller's (2009) RCT dic find support for the impact of games on a broader range of cognitive skills. They found ‘that playing video games for even a short time led to improvements in performance on working memory, addition, auditory perception and selective attention tasks. Evidence that games can support higher level thinking came from Mayer, Carton, de Jong. Leiten, & Dammers (2004) who demonstrated that games can provide complex scenarios which support real world real decision-making and Steinkuehler and Duncan (2008) who showed that players’ contributions to discussion fora in the online game World of Warcraft ‘demonstrated an impressive variety of higher order scientific reasoning skills, such as using data and argument, building on others ideas and using system-based reasoning. However these were both qualitative studies and did not compare performance against a non-game control, 5.623, Motor skills. 4 papers, all using quasi-experimental designs, examined the impact of playing games on the acquisition of motor sills Hogle, Widmann, Ude, Hardy, & Fowler (2008) compared a group who practiced laparoscopic skills using a simulator with a group ‘who did not. They found mixed results with improvements in performance on depth perception and operative performance but no difference on four other measures, They also found that students with experience of playing video games learned faster but did not perform better than non-video game players. The researchers questioned whether the time and effort involved in developing the simulator was worth the return. Stefanidis, Scetbo, Sechrist, Mostafavi, and Heniford (2008) found improvements in students! performance with 4 simulator but that achieving automaticity on a secondary task required a long training period, Orvis, Hora, and Belanish (2008) found that inexperienced players did not benefit as much on a marksmanship task when task difficulty was continuously increased compared with ‘other strategies for modifying task difficulty. 5624, Behaviour change. The 8 high quality papers categorised under behaviour change were more varied in their facus and method- ‘logy than those in other categories. joules etal, (2008) used a RCT to test their innovative virtual reality, role-playing game designed to ‘ain young women to develop behavioural strategies fr resisting untoward sexual advances and concluded that a VR approach could be useful in this respect. Lavender (2008) developed a game "Homeless: Its No Game" to determine whether people could be persuaded to ‘ables ‘Primary purpose of game by esrning and behavioural eutcomes higher quality papers in rakes). ‘comes of laying ame Enterainment ae (Gane or earings Serour ae Tea Tiective and metwatnal 9am ry sa 7 3587 Bchevour change 70 4) 2 Be) Knowledge agusition/content understanding 38) 26(22) 3 27, tr sls 10) 5) 2 5) Peveepua and cognitive sis Be, 7a) 0 2013) Pyilogial eutcomes 16 910), ° 16 Sociasof kl ateoree 6, 20) 5 ne Various 10 O10) ° 10 Grand txt 58130) 805) 2, 129070)=~ 14 Conny ej Conputes& Eaton 582012) 651-685 become more sympathetic to the plight of the homeless by playing the role of a homeless woman. Results were mixed, with some indicators showing an increase in sympathy towards the homeless and others showing no significant effect. Gentile and Gentile (2008) argued that violent video games systematically incorporate many important features of modern theories of successful learning and consequently teach players to think and behave more aggressively. Gentile & Gentile found support for this claim showing that students who play multiple violent video games have more aggressive cognitions and behaviours than students who play fewer or no violent video games. Other papers categorised as having behaviour change outcomes included those by Schneider and Cornwell (2005) who looked at the effects of advertising in games, Eastin (2006) who looked at the impact of gender representation on feelings of presence and aggressive thoughts and Lee et al. (2007) who examined the impact of different kinds of game in technological additions to games and the Internet. Davidovitch, Parush and Shtub (2008) found that students performed better when they could use a history recording mechanism to help. them remember events in a complex project management game. 5625. Soft skills and social skill, Although authors such as Dondlinger (2007) and Dede (2000) have suggested that games have the potential to support soft skills, in the current review only one paper was found which addressed soft skills. This paper by Backlund, Engstrém, Johannesson, Lebram, and Sjodén (2008) found that a driving simulator increased self-efficacy in driving compared with a control condition. Soft sklis overlap to some extent with social skills and 3 higher quality papers examined social skills, ahough none of these papers compared performance in game and non-game conditions. Assmann and Gallenkamp (2008) found that perceptions of leadership trustworthiness were affected by culture, high self-disclosure and intensive use of communication media. Hamaliinen, Oksanen and Hakkinen (2008) carried out a qualitative analysis of the functions of utterances between game players in a virtual 30 online serious game while they worked together in a team to solve problems about work safety in construction work. This paper was interesting in showing how structured support can be used in games to prompt players about what to do next at different phases in the game. It also demonstrated the use of games in an activity which would not have been possible in a traditional classroom setting. 5626. Affective and motivational outcomes. 18 higher quality papers addressed affective and motivational outcomes, with 14 of these focussing on entertainment games and 4 on games for learning. There were two good RCTs which investigated subjective experiences of players playing games, jennett etal. (2008) provided a detailed analysis ofthe nature of immersion in entertainment games. They developed and tested a subjective questionnaire measure of immersion based on cognitive involvement, emotional involvement, real world dissoci- ation, challenge and control as well as objective measures based on real work! dissociation and eye movements. These measures distin- guished immersive and non-immersive games. Russell and Newton (2008) compared positive and negative affect while exercising on abike, using a game plus bike and game alone conditions. They found that introducing a game element into an exercise bike did not improve players’ mood over and above the beneficial impact ofthe exercise bike alone. Weibel, Wissmath, Habegger, Steiner, and Groner (2008) also ‘examined the nature of subjective experiences in playing games, investigating the links between flaw, presence and enjoyment for players playing the online game Neverwinter Nights, They found that flow mediated the link between presence and enjoyment. A difficulty in using RCTS in this area is that entertainment games frequently offer new leisure experiences for which there is no obvious non-game-based control Several surveys examined players’ reasons for playing entertainment games (Chow & Tsai, 2007; Connolly, Boyle, & Hainey, 2007: Karakus inl, & Cagiltay, 2008). A variety of reasons was found with pleasure/fun and challenge coming out as key reasons. Using the Uses and Graifications framework, Lucas and Sherry (2004) identified six main reasons why people play computer games: competition, chal- Tenge, social interaction, diversion, fantasy and arousal. Lucas and Sherry also found that males gave higher ratings to all reasons fr playing. games than females. Using the Technology Acceptance Model, Hsu and Lu (2004) found that social norms (i. players’ perceptions of other ‘Beople's views ofthe technology), critical mass (the number of people using the technology) and flow were good predictors of attitudes to and use of online entertainment games, With respect to motivational aspects of games in learning, Fu, Su, & Yu (2000) found that, with the addition of a learning subscale, Sweetser and Wyeth’s gameflaw model applied well to evaluating motivational features of educational games. Wijers et al. (2008) found that students found a game motivating for learning maths. but surprisingly Huizenga, Admiraal, Akkerman & Dam (2008) found that students did not find a mobile game motivating for learning history. 562.7, Physiological outcomes. Papers on physiological outcomes examined the physiological correlates of emotions ‘felt while playing entertainment games, Six higher quality papers were identified and the effects that were examined were varied and Included electroencephalographic (EEG) oscillatory responses evoked by violent events in the game (Salminen & Ravaja, 2008), facial EMG activity in response to violent game events (Ravaja, Turpeinen, Saari, Puttonen & Keltikangas-Jarvinen, 2008) and changes in skin Conductance (Ivory & Kalyanaraman, 2007), van Reekum, Johnstone, Banse, iter, Wehrle & Scherer (2004) assessed players’ cardiac activity, skin conductance, skin temperature and muscle activity as well as emotion self-report in responses to emotional events while playing szames. The RCT by Baldaro et al. (2004) compared the short-term effects of playing violent or non-violent computer games, They ound increases in systolic blood pressure during the game and increases in state anxiety at the end of the game only for those wha played violent games. 563. Intended and unintended outcomes ‘While the majority of papers (75) reported outcomes which were intentionally designed into the game, a sizeable proportion of papers (48) reported unintended outcomes of playing games and 5 papers reported both intended and unintended outcomes. Clearly with games for learning and serious games, outcomes are usually intended since the explicit aim of the game is to teach the player, With entertainment games, more outcomes were classified as unintended than intended. The capacity of MMOGs to support scientific reasoning skills (Steinkuchler & Duncan, 2008) is an example of an entertainment game having a beneficial but unintended outcome.1 Cnnay ol / Computes & Edw 582012) 661-6585 on 564. General and specific effets (Overall many more papers looked at the effects of specific games (87) than the effects of playing games generally (42). Papers looking at effect of playing specific games included both learning games and entertainment games, while papers on the eects of games generally tended to look at entertainment games 6, Discussion It seems that, despite the everwhelming publicity given to the negative impact of games, like most technologies before them, computer games can have both positive and negative impacts. The current review focused on positive impacts of playing games, ooking at how entertainment games, games for learning and serious games can engage players and support learning and skill acquisition, ‘The large number of papers (7382) identified using our search terms confirmed that there has been a surge of interest in digital entertainment games, games for learning and serious games. The vast majority of these papers speculated about the potential of games in learning, described how a game was designed or discussed theoretical issues underlying the design of games but since they did not include ‘empirical evidence concerning positive impacts and outcomes of games with respect to learning and engagement they were excluded from ‘our review. Also excluded were papers which could not be coded in terms of our variables. Our inclusion criteria identified 129 papers providing empirical evidence concerning impacts and outcomes of playing computer games, suggesting that concerns about the lack of ‘empirical evidence in this area are starting to be addressed. 70 ofthese papers provided higher quality evidence, although few differences ‘were found between the higher quality papers and all the papers. Papers selected for this review were very diverse in terms of the aims of the research, the underlying theoretical frameworks and ‘methodologies used, reflecting the interdisciplinaity ofthe area, the varied backgrounds ofthe researchers and their wide ranging interests {in digital games. The multi-component analysis developed in the current study, looking at the main purpose of the game, game genre, subject discipline and learning and behavioural outcomes, has helped to provide a framework for organizing and understanding games and their outcomes which allows comparisons between the different variables. Empirical evidence was identified concerning all the learning and behavioural outcomes including knowledge acquisition, perceptual and cognitive, behavioural, affective, motivational, physiological and social outcomes, but with the exception of soft skills, The most frequently occurring outcomes were knowledge acquisitionjcontent understanding, which were typically examined in ‘games for learning and affective and motivational outcomes which were typically examined in entertainment games. This reflects the parallel interests in the engaging features of games as an entertainment medium but increasingly also their use for learning. While ‘motivational features in GBL were studied, these were typically of secondary interest to the primary focus on performance. Relatively few papers in the review were classified as serious games. All of these had educational intent and could have been categorized as games for learning. These games were varied with respect to content area and included games about health, business and social “The results show that studies of games for learning and serious games tended to use quasi-experimental designs with surveys less ‘common, while studies of entertainment games used quasi-experiments and surveys. RCTs and qualitative designs were relatively ‘uncommon. While studies using quas-experimental designs and surveys have added to our understanding of the outcomes and impacts of playing games, RTs clearly provide more rigorous evidence about the impacts of games and a recommendation of thisteview would be that ‘more RCTs should be carsied out. Given the problems in identifying a suitable control condition in looking at affective and motivational ‘outcomes, the relative dearth of RCTs was not surprising, but Jennett et al's (2008) detailed study of immersion in games stood out inthis respect Given the negative publicity frequently attached to digital entertainment games, it was possibly surprising that more papers ‘were identified that looked at positive outcomes of entertainment games than games for learning. Several papers on entertainment games used surveys to identily the varied features which contribute to engagement in games. Given the experiential nature of motives and emotions, it was surprising that there were no qualitative studies of these outcomes, although our coding of design focused on the main aim of the study and may have underestimated the use of qualitative approaches. A recommendation of this, review would be to extend the methods used to study affective and motivational outcomes of playing entertainment games beyond the survey to adopt more rigorous experimental approaches and also to carry ut more qualitative studies of affective and moti- vational outcomes. ‘Studies of entertainment games also provided further evidence that playing entertainment games informally leads to improvements in attentional and visual perceptual skills (Green & Bavelier. 2006). Given how difficult it can be to design a game to improve learning. intentionally its somewhat surprising that games which were not explicitly designed to support the acquisition of these skill do exactly that. The visual perceptual skills that playing these games supports are generic or transversal competences which underpin success in Science, Technology, Engineering and Mathematics (STEM) subjects Since boys are the most frequent players ofthese entertainment games, there has been concer that playing computer games may provide boys with enduring advantages in these disciplines compared to girls (etlecki & Newcombe, 2005). Consistent with Kitriemuir and McFarlane (2004), few examples of entertainment games being explicitly used in the classroom were found, mainly due to difficulties in matching the affordances of entertainment games to specific curricular outcomes. An exception Was Miller and Hegelheimer (2006) who found that the SIMS game could be usefully adapted for language learning, although the design ofthis study could be criticized for using very small numbers. “The study confirmed that a games-based approach to learning is being used across many different curricular areas, most notably in health, business and social issues. Players seem to lke the game-based approach to learning and findt motivating and enjoyable, although it ‘would be useful to examine the motivational features of GBL and serious games in more detail, Evidence that games leads to more effective learning was not strong. Only 3 higher quality RCTs were found looking at knowledge acquisition. Cameron and Dwyer (2005), Davidovitch ¢€ al. (2008) and Orvis et al. (2008) and Yaman et al. (2008) addressed different features relating to how games are integrated into theon 14 Conny ej Conputes& Eaton 582012) 651-685 learning experience (Teedback, strategies for varying difficulty level and availabilty of support for memory) and showed that this i key to the success of the games-based approach, Despite the optimism that games might be especially useful in promoting higher order thinking and soft and social skills (Dendlinger, 2007), the few papers which provided high quality evidence to support these claims presented qualitative rather than quantitative analysis. (Mayer et al, 2004; Steinkuehler & Duncan, 2008). While its not always clear hata suitable control comparison would be, there i clearly scope for more well-designed quantitative studies of games in developing higher order thinking skills and soft skills. The lack of papers coded as serious games and the observation that most could have been categorized as games for learning suggests that there is still confusion concerning the characterization of a serious game. ‘in the current review papers looking at entertainment games reported a variety of genre. However with GBL and serious games, simulations were by far the most frequently occurring genre, possibly because their use in education is already established. Puzzles were also used in GBL, again because their educational relevance is clear. It may be that the relative lack of other genre in GBI. is because feducators are unclear about how to utilize the distinctive features of these genre in teaching. Ia wider variety of game genre isto be used in learning, better guidance needs to be provided about how the affordances of different kinds of games can support learning in different ‘ways in terms of detailed accounts of the tasks and activities offered in different kinds of games. O’Brien (2011) provides an analysis of games that might be useful in this respect. He distinguishes game gente in terms of linear, competitive, strategic and role-playing games where the different categories specify increasingly sophisticated actions required in the games. Tis classification might be more useful for classifying games for learning than the traditional classification of genre, although for our purposes it would have to be modified to {include simulations. ‘While the current study has extended our understanding ofthe categorisation of earning and behavioural outcomes and impacts it also highlighted some problems. The categorising and naming of skills and learning outcomes ina useful way presents a tricky problem that has been well recognised by those who have tried to identify distinct employability skills, earning skills and core skills (QAA, 2006). It s important to ask whether our classification was the most useful way of characterising the different outcomes. Our categorization was inclusive in that al reported outcomes could be allocated to one of our categories. However there was some ambiguity about which category an outcome should be coded under. For example knowledge acquisition outcomes and perceptual and cognitive outcomes tend to overlap, and how they were viewed depends upon whether they were being considered from the perspective of educational theory or cognitive theory. Knowledge acquisition outcomes are grounded in models of learning, while perceptual and cognitive outcomes are rooted in cognitive thearies which tend to offer more detailed explanations of underlying ski. A related dificully concerns the granularity of analysis, ie. the categorisation of skills at appropriate levels of generalty/specifcty. For example, arguably our behaviour change category ould include all other outcomes. At the other end of the scale, "tracking mulitiple objects simultaneously" (Green & Bavelier,2006)is a very specific perceptual skil Temay be useful to refine our working classification of outcomes and propose a higher level classification distinguishing (a) knowledge acquisition (b) skill acquisition (c) affective, motivational and physiological outcomes and (4) behaviour change outcomes, where these Categories could be further split into sub-categories as requited. For example skills could be further decomposed into perceptual and cognitive sills, motor skills and soft/scial skills. and each ofthese categories could be further decomposed where relevant. Any definitive classification of outcomes would have ta be fairly exible and ta some extent would depend on what the game is being used for and whois sing it. Generally teachers would be more interested in how games support learning outcomes at a more general level, while researchers and game designers would requite a finer grained analysis. 6:1. Limitations “The current review has a number of limitations. As with all reviews it was limited by the search terms used, the journals included and the time period of papers published. However the papers discussed in this literature review provide a snapshot of empirical research on ‘outcomes and impacts of digital games which is representative ofthe state ofthe art atthe time. The review excluded speculative and ‘theoretical papers because it was important to ground our understanding of outcomes and impacts of playing games in research evidence rather than speculation, While many aspects of engagement and learning discussed here ae also relevant to children, there may be other ‘outcomes which are important for children. Inthe current study we coded each study with respect to one main outcome or impact, although ‘we did discuss ather impacts where they were relevant, 62. Conclusion “The most notable point about the current review was the diversity of research on positive impacts and outcomes associated with playing, digital games. The multi-component analysis of games propesed in the current study has helped to provide a framework for organizing these diverse outcomes and impacts of games, but has also highlighted the persistent difficulties associated with classifying learning, ‘outcomes. While empirical evidence concerning the effectiveness of games-based learning was found in the current review, there is a need for more RCTs to provide more rigorous evidence of their effectiveness. More qualitative studies would also help to extend our under- standing ofthe nature of engagement in games. To encourage the use of games ia learning beyond simulations and puzzles, itis essential 0 develop a better understanding of the tasks, activites, skills and operations that different kinds of game can offer and examine how these ‘might match desired learning outcomes. As with other educational interventions, it will also be important to consider the detal of how games are integrated into the stucent’s learning experience, ‘Acknowledgements This work has been co-funded by the EU under the FP7, in the Games and Learning Alliance (GaLA) Network of Excellence, Grant Agreement nr. 258169,‘Appendix A. Affective and motivational outcomes. aon) ‘As/OR Rives oF ar Weta esas and concoione Tuas and Sey (200s) 2008) ett (208), igeiberser, ‘ous Pris (208) Connaly eta (2007) how and Ts 2009) Wan and Cie (2007) (200s) “To xan gender diferences i es aad sratcations of deo zane ad video ame use (amount of tne spe payne ame) “To develop and vate an instrument for umes (ss) developed wing the uses and ‘atfcatons perspectives “To develop and vatdteeGameow = {eset mens eames enjoyment afe> Tearing games wich for arent gues forlearing To iden how matching payer faracersis for one-off ming encounters in an online ame (Mecassut eau be npreved wth 8 view to reducing the ecurence of ered bad behaviour. 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The eGametiow sae for ‘alating enjoyment of games fr learning was ‘evetoped using Ver anass and act nas Four games wore wed cle dats on payer experience 6 Mechasault players belped identity imc payer utes: 267 partpants, 6 male. female ted SO wer pales wth espect to haw much they ‘Would ie o pay wah them sd ae desided ‘which inermaton they used when pic up game parners: 551 respondems (328 female and 220 male onine Survey a game playing habs, meso plying Computer games nds f games played eres of acepabty of games in Higher 1150 questionnaiteseistrbuted in 30 classes 15, andy selected igh coos in 4 weographic areas {i Tawan: 1000 va spl: 535 played computer females Stayt: 416 adolescents (age = 17-24 participated {ihe survey of sri and exis motes or upg games Study 2222 undergraduates who ‘were equent players of MMORPGS: expenmentl ‘dy examined factors expectancy, relevance, {angiity and contingency 1224 vocational high scel students studying at 8 Aiferen sels in cies wit a diferen eons In Turkey completed a questionnaire about game playing habs and preferences and we of une a ‘ication Females aye a err Nous pet WES (225) an males (1) als ada Seasons for laying ames competion, halen, ail itracion diversion, atasy& ars a5 ‘more mportan than feral. 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Preforence poles waked out fr each partpan and ster analysis ofthese poles established 3 main payer types: ocl-oieted payers (464%) oriented players (4420) an eatreme players who preter aggresive partners (9-4), These pave pes fired on expict and npc atbues of players, Payers wth dierent layer Pe 0 ernst describe profile tributes Results suggest that matchmaking mere Dromking way ese ta bea mone amg econ tan pan Maes layed for more than ice song as females and nearly ou times more mals than femaes played or mete than 5-10 hper week Men were sgufcany more aly tha ‘women takepart in one gaming Pleasure relaxation, sure an challenge mere tp ated easans fo playing games, Males layed sharing. strategy & leaving games mest FRequnty females played strategy, rleaying 8 adventure pares most eget ‘Computer ares are seen a an acceptable fer of supplementary eating in Higher Maes spend more te paying games than females, they enove paying games signiicanly mare and they consistently ave Righer 2igs to posie rodives for lying ‘an eral di but hey als gave higher tinge ta pepive pats of games onset tite and use of games as 2 scl device were the fou moet npertant predictors of ejyment of ames or bth mates ad females. Sty 1 adie nisie motivation was signcantly higher than the extinsie ‘mowatcn: noa-sadias showed oppose elect Further, ads nie Mataten was Slgiteany higher thn the non adc Study 2 expectancy, eve Lng. and enringncy moderated extrinsic motivators (sch 3 evar) undermine mts ‘motivation apd function as predicted from the coptive perspective of buman matvaton Hato students (with no gender itferences agreed that ames could be use in education, ‘Specialy i Mathematics or Hstar curses ana impeove metal Sls Fee students fpect hme to hs intro eiements, whl mls war ares te entereing fompetive, and mult-payer Females complained about negate aspects of computer aes, cha asing zines and leading to agaresive Devi. more than mas, (conned on ext poe} 85-190 (22) 6 wenn 9 sayfa /09 A) NL as(continued aor) izengs ora (2008) jer et (208) Keun (2006), ‘sella Newron (2008) Ho eta 2008) rant (2008) Wierel eta. 2008) Froberg (2005) Tins Obecves oo “To compare Knowledge acqasiion aod affective eects oF Frequency 150, bile fig zame about medieval ety “Asem, with regular History clase ‘Totes usability of MobileMath, Seon’ enzazement in Teaming “Toexamine the effects f playing vert ‘watchin a game, ale tts ands 1d tepreence on recall game ing and Dercved brand titres. ‘To establish wheter game pos exercise {yee lads to enhanced sete bene {tore postive mood less eztv od) empted with eye nl and game oly ‘enc “Te det variables which pact 98 sted tan intention ture oie nes “Te develop 2 beter understanding of Imersin. to develop subjective (questionnaire) and objective measures of Immersion and stu inks between these ‘To examine links betwen presence. ow 2d enoyent in an onine ge, te ‘amine wether paying oni ares gaint oer users leads to more om, Saint compute-conoled opponent ‘Toes wheter team see hasan Impact on for mmersion. att, eam baling and earning ina mobile game TNethods “ES pups Ram 20 casts acess schoo Ae ange = 12-16: mean age = 13, Quasi-experimental ‘esgn with puis fom classes playing the mob Tusa game an pups in the canta condition alowed nul project-based lessons. Plot wth teacher sient St competed ‘questionnaire en sail of game; age ange = 13- 15:32 mals and 24 females, 2 parspans: 45 men, 14 women 4 no gender denied age range = 18-30) Compare players and watchers of gates, 1a and Siew brands and telepresence, Téeprescnce was measured acording toa publaed biter leresence sale 168 clog stent: 78 males ana 0 frsless mean ee ~ 2151 Parsipante were randomly arsine fo (Gt exercise eorvlconetion.(bimteractve video ‘ame exerse endian ac) eo game cone Condition Fostve and negative mood (PANAS was "sessed before, immediately rand 10 min post. participants reruted va online message boards of Poplar game-slte ebsites Fe survey online {ame uses oked a social nos crea as, Drceved ease of we, perceived usefulness. few, Foon tows and attodes wo games, ‘Sta 1 40 university students; mean age = 21 ange = 18-36, 10 mules 8 30 feats, domly ‘signed immersive same (half) oF nom immersive task: measured sujective and bce (lime te re-engage in el wor) imnesin. ‘Study 2 41 subj, 21 innonammersvecondion Bim mmersive conten 22 males an 1 fess Mean age = 2539, ange = 18-39: measured subjective andebiecve (eye movement) meson ‘Study 5:35 subjects 18 erates 817 males Meat 2e~ 246; age ange!7-€2: paridpans randomly {signed to one of fer speed conditions ects 00 ‘Sate ane, postive and negate alt (measured ‘by PANAS) and subjective ratings of immersion 70 university stems: 37 females 33 males: mean age = 239) Random assignation osype af apponent (Comparer vers hom opponent and dependent ‘variables were parteipantfeligso presence, Tow 49 university stents om an cedar compu sence couse: 588 were computer sence students, [8 wre ringed mean age = 3 years, ‘Students take prt nthe otenton al” ay indivi rsa ears (14 persons) against ‘ach eter or agaist ater tars Measures fun, imersin, att. ea bulling nd leaning are ‘lected esate and contain Topi paying the game glaed Tighe ors onthe mnowinige tt abo medal ‘Amsterdam than contol geup. However, tere was no eet on natatve krowiedae af ‘medieval Amsterdam or significant active eects o payin the game. emght be that ‘Haying ths ame or cn oe dy ot enough Yo have mou atonal eles ‘oe with teachers found that gameplay was engaging technology worked and rules and Sd be fon a this evel Colabaation nthe teams was goed apd stents could easy {derstand te oa the game Came players eae sigaicany ewer brands than dd watches, wheter these were ‘ealane tious. Boe players and watchers eae mare eal han Actes brands Came ‘ay had no drt on game king o perceived rand atudes, No det fects f felepresence an recall were found beyond the la versus wath condition However telepresence dd postive inven perceved persuasion The aval ater oftpesence ‘was pstvely elated to peice persuasion fe fr embeded teal and NINOS trans. Participants in video game contrl ha higher pos-actity negative affect immetitely and mimes post acy than eter exercae prop. An exerae contin partspans ‘od her postive mood at 1-mintespost-activy compared to the video same control farcipants Resuls support mmedateafecive benefits of execs compared (> Sexetay activ bu donot shaw tat mtracve video games technology further benef rood over ater forme ot exert ‘ipercce impacted det oaitetion to pay games. whe perceived ease of ee, feteved usefulness apd eritcal mass impacted on atitudes Flow experience was Bot ‘elated to imention ply games but was related to atte to games. The model predicted 80% ofthe valance tentons ply online zames. Stay 1 subjective immersion sores higher for mmersive gene than nonnmersietack signa postive coselaon between subjective menses of merion abd the Gference ime o complete the el world (Tanga ask before and er nerve {ask Sugess goed objective measure of immersion, Stay 2: suectve immersion cores ‘her for immerse game han non-inmesve ak: egncanincesteineye movements over mein nonmeersve group but ighieat decreases nmersive group: pone forelations between subjecve and objective measures of mmesion- Suggest food ‘jective mesture af nmerson. Study 3 Nan parametric comparison found ieexsag Stataraety and negative act rom wt ef paced to nresingt fast pace non; fect not sigatcane or neston ox pave ect only poste ct Patcipams who played aginst 2 human-controled opponent reported stenger feaperences of pesece (stonges elt) No, and enjeymen. Peativecareton found between presence flow and eymentand in 2 epesion anal. flow mated the seatonshipberween sence and enjoyment Prat laying Ags a mah ‘Teams of wo (Le. ads} had more fu, wete more immersed, more ate and had better {im bulding than stdents working slone or werin naa tea Team ie of # had "gna reduced fan and immersion Rests an esring ete more mie, 9 9-169 (oe 65 wom 9 sc 1019 oH)(hiang, cheng and in (2008), etiam, ‘Schurink and “oe (2008) ‘To investigate and compare te ees of olen ard nonviolent distal fertainment games on underaraduate players Now experiences and fet “Te examine the fl fading dynamic ‘inal elements and sounds to levee Patol wing game cn te appasal of andthe engagement an performance of s0undetraduates(1¥ male 19 female} Two groups ‘ne played violet and non-vclen ames athe ‘the gre payed norevilent and then olen {ames Mesures of ema ae belo and Do, Dlayues of zae, postive afc and aggression Ech ees 27 males, 28 emake Ms ane = 447 years sd = 185, Both violet and non-violent digital games evoke undergraduate players flow experiences and pose affect but paridpans reported her scares in lw experiences 2nd positive Sic ater playing the treet nn-velent game than after playing the target vient same ‘heaton of sul dynamics acl sounds together increased the perceived Betty, salty ane convincingness ofthe vital environment showing tha sounds and visual ‘ynamic features can enance he vad of 3D-model Th eet ofthe visual yams Sh scunds onthe appreciaibn ofthe gave and engagement of the pata were ess ‘ear eve Arousal decreased ever the dation of th expenment but Was net inuenced nitnty bythe adton ef sound and ight sdhugh the yams enon had higher Teves ofinvalement than the tate version ofthe game 85-190 (22) 6 wenn 9 sayfa /09 A) NL sisAppendix B. Behavioural change outcomes. ‘Methods Conciaone ‘ato ‘AinsiObieives oF sy ayer eal (2008) To explore the fare of Gveapment Danang cn theese ofan ban eework by combing gaming apd scenario techies, Schneier and “otest he effects of advertising in ‘Cell (2005) games. Taine (2007) ‘To develop a fameworkw entance Fefletion in problemsbased gaming Joureset (2008) To evaluate whether vial reality (VR) cennances presence in ae pay (2) ‘esigned to help celege women ‘velop bebavioual sates for ‘essing untoward saa! advances, Lavender(2008) Ta evaluate the perausve video game “Homeless ho Came ose ‘whether a game-bsed approach could Desuade payers to become mare Sympathetic the pit ofthe To-vaoste the efecwenes and ficency othe ering forgetting Feearing proces a dynamic project ‘management simulation emronment Divide eta "2008}, ‘cent and Genie (2008) ‘To cxamine whether students who pay _mulepe velnt videogames are more Bhp ean aggresive cognitions and ‘haviour and whether tents who pay wtent vido games ore ‘Requenly are move ely fo ear aggressive cognitions and behaviours. ‘Toexsmine how gener tepescntton cof self and opponent in fst-person perspective game nance presen Sd aatessive hough. tn (2008), ound 50 represnatve Ta Cane SETAE, pV aad Social partes prtispated in each session and payed sma ote Drsitians in elie nteams of2-4 ame was layed twice inte l= ‘ay sesons wichin we dierent long-term senate 46 male prtiantssel-elected tough advertisements at 2 univers Parcpants complete a guestonnate abou gamiog ats and experience boar playing as of Rllspert Colla 2nd noting 3 pose usiomae eg eal ang ego ef ‘Study 1: 2 students payed a business imulaon 12 vauneers were Imterviewed ater game. Study 2 24 presceol pups 15 boys and 9. is rom 3 Kindergartens: 6 years od Payed 2 eachng pe arian were interviewed ding and ae game Study 3°58 elementary school pups 30 boys and 28 gel age range = 11-15 Participants were latrviewed during and afte game. Partipams wore 2 femae undergraduate psychology cllege students (aged a yeas ander signed oR group (N= 31) or RP {roup (N= 31} conditions. There were no eifecnces cross the te ‘Toups on ay ofthe measured denupraphic varies ox price ‘experiences of Sex coercion or asa 2 paripanty; 528 unr 40; 4 over 40. Croup 1 payed Homeless: Ire No Cam, Croup 2 read 3 or story bse onthe homeless hvac inthe ame and Group 3 acted as a conto OF the 120i ‘volunteers 62 complied the expesment pretestpostes. (65 graduate engineering students age range = 25-50 Stent used 1 ploject management anes dat simulates a gene dynamic, Stochastic proeet management eironment tens were sized to manal or automatic history Fearing mechanisms oa cael ‘foup which id ne sean stay recording chan 450 elementary stems 512 rae ag ange = 7011. 607 youn ‘dolescents: 52 male mean age-= 14 years with 52 males Late ‘ge = 154 years Paripans completed thee confidential surveys on ‘ane playing Mais and agree aude and behaviours ‘Stafy 1: 7 emate university students. amined reasons of players ender and same gener or diferent gender aatar to presence and {agressive hough, Std 2:75 eae university students xan. Felton of lye gender paying agains a human or computer that iscontroing the apponenten presence and aggressive heusts. Stody 2281 female nivreny student Focus on opponent gender eects ot presence and agressive thoughts “The gamig setae appraach was an icine method a goeTaved ‘wand cal nights on ute of developmen lanning 3nd wba ‘etwers. The ture scenarios proved wry effective as contents a the ‘ame and gave the ge a longterm future entation and enhanced Seat. ‘rominene placements an game advertising were und 0 have bigher recall and recoghton tan sul placements Qualative navi showed tha banner characters, dec ineracten and ‘rand amar impacted on real Flow evel adn eto eal or than exper Study Te several uigaers of reflection were foun: cones, ‘competition vsualsabon of performance. communication with other ‘layers and challenging coments of game characters. Stdy 2: 14 S3ned ipowteage: 10 Had ute gain Stady Both campater- ‘shout relevant things during waning Results indicated that election 23a process in tearing ‘Vkcan enhance presence in role plys designed t lp college women ress soul sacs i ole play a which 2 meat made veel petceivd the oe plays tobe more east than did women athe RP ‘enon They reported more neatve affect after the rl plays and ‘xpressed mere veal negative fect uring the elepays than women Inthe RP conan. VR appears to be a promising tol in this are. [No signnean changes were ated in knowlege of nomeesnes of Inceret im homelessness. A significant increase in smpathy for ‘omelss people was found forthe game paying group but a cecrease forthe narrative group A significant inrease wa ound in acceptance gazes for eating for game paying sou, Sens using btn history recoding mechanisms peered beter (showed signticanly higher prot and bate leing processes than the contol group Stodents sing the manual story recoding ‘mechanism performed beter han the automate recording step afer laying multiple viele games even after conrling for total amount ‘of eme playing ll games, ecto beter ane of aggressive ‘ames. playing more requcmly during iven week oer multiple ‘Seas wascorvelated wit greater haste atti Bas and arguments ‘Studies 1 and 2 suggest tot females experience greater presence and ‘more argesive thoughts rom game pay when a zener match Teton self and game character oust Stas 2and3 iat that ‘lying pane human ater tan computer oppnenticesees, ‘uaresive thoughts. nay altouh al sates neat that lying 3s 2 female against mae opponent increases aggresive thoughts Stadies 1 and ? urges paying st + male against feral opponent coistendly and sgnicandy decreases aggresive hough ws 99-09 (oe woe 9 se (Yo Aone YEAppendix C. Knowledge acquisition/Content understanding outcomes. aaa) ‘aeron and De ST ip an Ka (2006) Mie and Hezetbcimer (2006) ‘and Tortora (2008) Felicia and pe 2007) ese et 2007) Muizenga Admiral (Goon) AimsfOb ves oF Sey To eaplore whet (1) presen rate na game format helps Students oer (2) irene ‘questions and feedback) help to make ames more effective, (3) stucents wih ierent earings (fea ‘pendent and eld indepen arn ‘iterenty esa vocabulary leaning for ‘ceraraduate tue To determine whether he popular ‘sipeedte enhance vesbulry learing ‘hough supporting material ‘SecondLife with regard to presence. communicator awareness a so Sareness preted socal, ‘ial environment, preductvity and several sisacton ‘Toenamine whether learning outcomes educational games cold be Players personales and ering Svcs. ‘Toinvesigate wheter a eo game ReMision can actively involve young, people with cancer in als owe {reotment ad increase selfcare and ness Knowledge ‘To imesiate the ust of Frequency 15803 male cy ame to ‘ere hore knowledge of Imei cy of Amsterdam. ‘Methods “a calege en spared aa dependent and BE independent lamer sing the Group Erbeded Puts Test Students were andor 2iged te instructional treatments (1 I game: 2: game: 3: gme + response feedback ‘ane + chboatve feedback). 4 terion tests measuing diferent ‘cucational objectives admiaseted ? wees afer istration \ocabulay rom 2 carefully selected websites ih games, while the oma group eat the same veabuary through traditional ‘ctty-based lessons. Pretest apd posttest were conse in 1 intermediate adult ESL earners at major US research Unierty,Petestpest-ert with 3 experimental conden: (3) areipas recived mandatory supplemental vocabulary 20d ‘grammar activins (5) voluntary acest spplemental matrls (Gino supplemental materials, Tested on over lnguste gin ‘ulzes en vocabulary and grammar and questonnaies abot the Sppemental materials andthe sination i general’ 25 snents tending 2 computing course patiopaed voluntary, Seudent impressions were colected va sing bestionnare assessing presence communist, awareness and socal Seance, porevedsocisalty apd ews f the vata 80 secondary schoo pupils from 1st an 2nd sade (aed 13-14, Experiment I: particpans selected for high evel of neurotocsm, {Cotol group: no time diplyed; experimental group ime spliyed Experiment 2: partipants selected fr hgh Teves of “ompetvenes: canto grup: no faning dpa ‘experimental group ranling dspayea, Pertarmance and me to solve memare Mult Fandomised, conte study With 375 adlescent an young adult cancer patient (ae range ~ 11-20) 179 partpants ‘eceved a regular commercial game (conan 196 partlpans ‘eceved bth the regular game pus Re-Misson to ply at ome 09 127 for an our each week for 3 months A test on cancereat Ieee vas ven pir to game pay (bselie) aod sai ater 1 2nd mont, AC? eh the Re-Mison group ote the “Secopenity and rei of e-Miesion. Partipants were 4701315 yea ld students in three secondary Shaolin Amsterdam. 10 cscs In expernental condiion paved Play Frequency 1550 and 10 classes coil condtion ectved ‘berg lesone on medioul hstey of Ameren Conetaone "Tere was no Geren pearance between fe gan ana me condo, showing tat inredying the istroconal ames ‘was not suitent w impreve retention. Response feedback ‘Sgn prove performance on compost and termlacogy ‘measutes, abortive leedback improved peferance onal out fesse drawing denen termincegy and comprehension ‘thet sustained laberatvefeedac ges ae not an electne strate for facitating neeasedstadent achievement. Sgnfeant ‘tects of ogni syle were ound on mesures rowps didnot cle n perormance on pretest bt game grep preformed signcandy beter flowing inerventon than cool oun Respondents generally held positive views about he aes ‘ver 20 found the games enjoy: 73% found evel of aiiclty ‘was ost rigt the jon ound the strats and game aes ‘easy to flow and more than 7% reared the games 3 eecive helping their vocabulary buléing Dilan sl type online games ‘have the potential o support veabulaty aus, ‘Stats ingroup 2outperformed the students ingroup band grup ‘Conte wal day qui scores, bu there was no nian “iterence between groups band Simi resus were found for {the vocabulary component ofthe quiz 4 found vocabulary Delf 82 for grammar and B84 for cure, ‘iat enviorment success supports synchronous ‘ommoniction and soca interaction, Tor: ober ak ‘Sadents were nighiymotvateé and most students comments were ‘ithurntie Many stents vo cxpressed bigh interest ning the environment to meet cles ‘periment 1: Contrary to preictions.dslaying time in an ‘edeational game fr pupls with high eves eure {solve Experiment 2 Displaying ening in the game fr subjocs ‘wih high evels cf eompeatvenes deceased me bse but dd ot increase thei profleey in saving equations. Stuy showed Imporance of wser-cente design fer ecational zane Knowledge et scorer both cools expeientl groups the experimental Re-Mison group improved sinifcant moe. utthe maznitade of knowledge gains folowinz interventions not associated ether with recorded bourse Re- Mision ply: wt {he munber of unique musions competed Tue elect oFRe-Misten ‘ply on cancer pele was ot inked to players expectations Shout the game. Video games can be an eect vehi for heath ‘dean nadlecents and young ads with chon nesses, ‘he preimiary ess showed that pupils were very enthuse lout the game Game group showed sigan ices in ‘motivation for history and cel showed decease in mtvain No significant increase m aude towards coloration both ‘codons. tuts enjoyed the game and sad they leaned ot, ‘bt some pups had ices diferetating Between he tonal Story clement ad the real source materia (conte on net pe) 85-190 (22) 6 wenn 9 sayfa /09 A) NL us(continued Aahors) Sihrades and NGS (2o0n| alpen and Ws (2007) Rossow and Papadakis 2008) and Meza (2008) Hare Buch, ané Hangs (2008) ‘aman ea 2008) abed 2008) Sword ta (2008) AimsTOb eves oF Sy To quinine payed expatica playing an MMOC: to examine age and fexperteaifleences in hese experiences Stay 1 to corapate Scrabble playing Init in exper and noviees Stay = {0 dent the cognitive Denes of plying Seabble by comparing ompettve scrabble layers an high ‘sclevng calle students vo do et ‘ly Scoble Sed 3 to investigate ‘whether experts a novices der ‘memory for serabie boats ‘manipulate predetermined ways Tocvalneefecivencs ofan nlne ‘ulplayer game to each fearsive sizer Factors rita tothe acess of bint Simao ges fc sudens and teachers ‘oevelunte the game Gaba Contes: Passing and examine te crepancy ‘etween educational gst and ‘uexbonal game sgn ‘osind out to what extent computer ssmlatons incorporating dierent finds of nsrocoonal suppor (Werke cramps or problem task) had Dose eflects on suational subject Interest To evaluate the interactions Instructional suport with read the Tearing results fatal knowledge an elestding) Toexamine whether board game can linprove performance enrig bau Tootn Morphetogy. {hid year medal tues padiatie ‘nowledge an perceptions a ame uyig wth ety aan ompared wth set computerised Mash ces, TNethods THT? male 300 Tomales and 14 paripans whe da atom sender Age range = 18-25. 20Rem, Likert-type instrument to measure aspects of layers gaming experies was developed and ‘Study 1: 114 people inthe ompetitiveSrable group, 66% men (mean age =4189) Comparison group had 147 students. 55% men {iean age = 1848) Study 2:26 cmpettve scrabble pers recruled (mean age 45). stay 3: 48 Inthe compeiive grup (freon age = 4425) and 48 In comparison group (range: 18-23) ‘6 sudens participated twtr telerectings and played he game: To tants played the gae bur not pata nung 18 students nether patated nthe taterng no played the game teachers froin diferent universes were terviomed A student ‘questionnaire was et othe 30 stocnts with 67 stents who a played the stolton game (Pharma. responded. 8 pupil fom ast grade class ape range = 15-16) played Global ‘aft: Paine (CCP) Empl! Naings competed ‘servations an post amenterviews wih the ener and ppl Atadom ample of up 34 secondary chaos ia Germany: 182 Pups grades 11-13 (523 female. 7% male: 40% grade 1, St grade 12 and 25% grade 1) Age range "15-20 Data was

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