Re-Exploring Game-Assisted Learning Research: The Perspective of Learning Theoretical Bases

Autor/inn/en	Wu, Wen-Hsiung; Chiou, Wen-Bin; Kao, Hao-Yun; Hu, Chung-Hsing Alex; Huang, Sih-Han
Titel	Re-Exploring Game-Assisted Learning Research: The Perspective of Learning Theoretical Bases
Quelle	In: Computers & Education, 59 (2012) 4, S.1153-1161 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2012.05.003
Schlagwörter	Literature Reviews; Behaviorism; Research Methodology; Constructivism (Learning); Humanism; Learning Theories; Meta Analysis; Synthesis; Research Reports; Educational Research; Epistemology; Educational Technology; Video Games; Educational Games; Computer Games; Computer Uses in Education + Suchen Sie Ihr Suchwort? Behaviourism; Behaviorismus; Research method; Forschungsmethode; Humanismus; Learning theory; Lerntheorie; Meta-analysis; Metaanalyse; Research report; Forschungsbericht; Bildungsforschung; Pädagogische Forschung; Erkenntnistheorie; Unterrichtsmedien; Video game; Videospiel; Videospiele; Educational game; Lernspiel; Computer game; Computerspiel; Computerspiele; Computernutzung
Abstract	Previous literature reviews or meta-analysis based studies on game-assisted learning have provided important results, but few studies have considered the importance of learning theory, and coverage of papers after 2007 is scant. This study presents a systematic review of the literature using a meta-analysis approach to provide a more comprehensive analysis and synthesis of relevant studies based on four orientations of learning theories and principles: behaviorism, cognitivism, humanism, and constructivism. Major findings of this study include that the majority of published studies were not based on learning theory and the development of learning theory orientations has prompted more studies to focus on constructivism and humanism than on behaviorism and cognitivism. In addition, most studies adopted a descriptive approach, followed by experimental methods and surveys, and most presented positive outcomes. These findings not only advance understanding of game-assisted learning from the important perspective of learning theory, but also provide useful insights for researchers and educators in issues related to game-assisted learning. (Contains 4 figures and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10