ERIC Number: EJ1090277
Record Type: Journal
Publication Date: 2015
Pages: 26
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0046-1520
EISSN: N/A
Foundations of Game-Based Learning
Plass, Jan L.; Homer, Bruce D.; Kinzer, Charles K.
Educational Psychologist, v50 n4 p258-283 2015
In this article we argue that to study or apply games as learning environments, multiple perspectives have to be taken into account. We first define game-based learning and gamification, and then discuss theoretical models that describe learning with games, arguing that playfulness is orthogonal to learning theory. We then review design elements of games that facilitate learning by fostering learners' cognitive, behavioral, affective, and sociocultural engagement with the subject matter. Finally, we discuss the basis of these design elements in cognitive, motivational, affective, and sociocultural foundations by reviewing key theories from education and psychology that are the most pertinent to game-based learning and by describing empirical research on learning with games that has been or should be conducted. We conclude that a combination of cognitive, motivational, affective, and sociocultural perspectives is necessary for both game design and game research to fully capture what games have to offer for learning.
Descriptors: Educational Games, Definitions, Play, Learning Theories, Instructional Design, Learner Engagement, Cognitive Processes, Educational Benefits, Learning Motivation, Models, Learning Experience, Incentives, Skill Development, Transfer of Training, Scaffolding (Teaching Technique), Feedback (Response), Interaction
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF); Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: 1123832; R305A150417