Learning by Playing video gaming in education

Learning by Playing

1

Learning by Playing

VIDEO GAMING IN EDUCATION

EDITED BY FRAN C. BLUMBERG

1

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Library of Congress Cataloging-in-Publication Data

Learning by playing : frontiers of video gaming in education / edited by Fran C. Blumberg.

pages cm

Includes bibliographical references and index.

ISBN 978–0–19–989664–6

1. Educational technology. 2. Education—Effect of technological innovations on.

3. Video games and children. I. Blumberg, Fran C.

LB1028.3.L3775 2014

371.33—dc23

2013034455

9 8 7 6 5 4 3 2 1

Printed in the United States of America

on acid-free paper

v

Contents

Contributors ix

Part One INTRODUCTION AND OVERVIEW

1. Academic Lessons from Video Game Learning 3

Fran C. Blumb erg, De bb y E .   A lmon t e ,

Y ishai Barkhardori, and Andrew  L eno

Part Two THEORETICAL AND COGNITIVE

PERSPECTIVES: HOW SHOULD WE THINK ABOUT

LEARNING IN VIDEO GAMES?

2. Virtual to Real Life—Assessing Transfer of Learning from

Video Games 15

Susan M. Barnett

3. The Perceptual and Cognitive Effects of Action Video

Game Experience 29

C. Shawn G reen

4. Relations between Video Gaming and Children’s

Executive Functions 42

John R . Best

5. Developing Scientific Thinking in the Context of Video

Games: Where to Next? 54

Corinne Zimmerman

viâ•…â•…Contents

6. Do Video Games Provide Motivation to Learn? 69

A kane Zusho, Jared S.   Anthony, Naoko Hashimo t o,

a nd G erard Rob ert son

7. What We Know About How Experts Attain Their Superior

Performance: Implications for the Use of Video Games and

Games Training in Schools 87

K . Anders E r ic sson, Jong Sung Yoon, and Walter R . Boot

8. Media Effects, Communication, and Complexity Science Insights

on Game for Learning 104

John L .  Sherry

9. The General Learning Model: Unveiling the Teaching Potential

of Video Games 121

Douglas A .  Gent ile, Christopher L . G rove s, and J.  Ronald G ent ile

Part Three GAME DESIGN PERSPECTIVES: HOW

SHOULD WE DESIGN EDUCATIONAL VIDEO GAMES?

10. Toward a Playful and Usable Education 145

Célia Hodent

11. Educational Video Games: Two Tools for Research

and Development 159

Matthew G ayd o s

12. Formative Research for Game Design 176

James Ba chhub e r

13. Transfer of Learning from Video Game Play to the Classroom 189

D e b ra A .   L i e b erman, E r i ca Bie ly, Chan L . Thai, and Su sana P einado

Part Four LEARNING IN PRACTICE: HOW SHOULD WE

STUDY LEARNING IN VIDEO GAMES FOR TRANSFER TO

ACADEMIC TASKS?

14. Cross-Platform Learning: How Do Children Learn from

Multiple Media? 207

Shalom M. Fis ch, R ichard L esh, E l i za b eth Motok i ,

Sa ndra Crespo, and V i ncent Me l f i

Contentsâ•…â•…vii

15. Electronic Game Changers for the Obesity Crisis 220

Sa ndra L . Calvert, Bradley J. Bond, and Amanda E .  S taiano

16. Tug-of-War: Seeking Help while Playing an Educational

Card Game 232

Osvald o Jiméne z , Ug ochi Acholonu, and Dyl an A rena

17. Scientific Inquiry in Digital Games 246

J odi A s b ell-Clarke and E l i za b eth  Rowe

18. Computer Games and Education: A Multidimensional

Relationship 261

Keith Roe and Anne Dickmeis

19. Video Games, Motivation, and Learning 273

Mi chael A .   E vans, Bre tt D. Jones, and Jenni f er Biedler

20. Video and Computer Games as Grounding Experiences

for Learning 290

John B. Black, Sa adia A .   Khan, and Shih-Chieh Doug Huang

21. Evaluating the Specificity of Effects of Video Game Training 302

Kasey L .   Powe rs and Patric ia J. Brooks

Part Five CONCLUSION

22. Games in a Digital Age: Supporting a New Ecology of Learning 333

Mi chael H.   L e v ine, Lori Takeuchi, and Sarah E .   Vaala

Index 347

ix

Contributors

Ugochi Acholonu, Graduate School of Education, Stanford University, Stanford,

California

Debby E. Almonte, National Assessment of Educational Progress, Princeton,

New Jersey

Jared S. Anthony, Division of Psychological and Educational Services, Fordham

University, New York, New York

Dylan Arena, Kidaptive, Inc., Palo Alto

Jodi Asbell-Clarke, EdGE at TERC, Cambridge, Massachusetts

James Bachhuber, Education Development Center, Center for Children and

Technology, New York, New York

Yishai Barkhardori, Division of Psychological and Educational Services,

Fordham University, New York, New York

Susan M. Barnett, Department of Policy Analysis and Management, Cornell

University, Ithaca, New York

John R. Best, Djavad Mowafaghian Centre for Brain Health, University of

British Columbia, Vancouver, British Columbia

Jennifer Biedler, Blacksburg High School, Blacksburg, Virginia

Erica Biely, Center for Digital Games Research, University of California, Santa

Barbara, Santa Barbara, California

John B. Black, Teachers College, Columbia University, New York, New York

Fran C. Blumberg, Division of Psychological and Educational Services, Fordham

University, New York, New York

Bradley J. Bond, Department of Communication Studies, University of

San Diego, San Diego, California

xâ•…â•…Contributors

Walter R. Boot, Department of Psychology, Florida State University,

Tallahassee, Florida

Patricia J. Brooks, Department of Psychology, College of Staten Island and the

Graduate Center of City University of New York, New York, New York

Sandra L. Calvert, Children’s Digital Media Center, Georgetown University,

Washington, DC

Sandra Crespo, College of Education, Michigan State University, East Lansing,

Michigan

Anne Dickmeis, Leuven School for Mass Communication Research, University

of Leuven, Leuven, Belgium

K. Anders Ericsson, Department of Psychology, Florida State University,

Tallahassee, Florida

Michael A. Evans, School of Education, Virginia Tech, Blacksburg, Virginia

Shalom M. Fisch, MediaKidz Research & Consulting, Teaneck, New Jersey

Matthew Gaydos, Department of Educational Psychology, University of

Wisconsin-Madison, Madison, Wisconsin

Douglas A. Gentile, Department of Psychology, Iowa State University,

Ames, Iowa

J. Ronald Gentile, Department of Educational Psychology, State University of

New York at Buffalo, Buffalo, New York

C. Shawn Green, McPherson Eye Research Institute, University of

Wisconsin-Madison, Madison, Wisconsin

Christopher L. Groves, Department of Psychology, Iowa State University, Ames,

Iowa

Naoko Hashimoto, Counseling Center, Syracuse University, Syracuse, New York

Célia Hodent, Epic Games, Cary, North Carolina

Shih-Chieh Doug Huang, Teachers College, Columbia University, New York,

New York

Osvaldo Jiménez, Department of Computer Science, University of the Pacific,

Stockton, California

Brett D. Jones, Department of Educational Psychology, Virginia Tech,

Blacksburg, Virginia

Saadia A. Khan, Teachers College, Columbia University, New York, New York

Andrew Leno, Division of Psychological and Educational Services, New York,

New York

Richard Lesh, School of Education, Indiana University, Bloomington, Indiana

Michael H. Levine, Joan Ganz Cooney Center, Sesame Workshop, New York,

New York

Contributorsâ•…â•…xi

Debra A. Lieberman, Center for Digital Games Research, University of

California, Santa Barbara, Santa Barbara, California

Vincent Melfi, Department of Statistics and Probability, Michigan State

University, East Lansing, Michigan

Elizabeth Motoki, School of Education, Indiana University, Bloomington,

Indiana

Susana Peinado, Department of Communication, University of California, Santa

Barbara, Santa Barbara, California

Kasey L. Powers, Department of Psychology, College of Staten Island and the

Graduate Center of City University of New York, New York, New York

Gerard Robertson, Division of Psychological and Educational Services, Fordham

University, New York, New York

Keith Roe, Leuven School for Mass Communication Research, University of

Leuven, Leuven, Belgium

Elizabeth Rowe, EdGE at TERC, Cambridge, Massachusetts

John L. Sherry, Department of Communication, Michigan State University,

East Lansing, Michigan

Amanda E. Staiano, Pennington Biomedical Research Center, Louisiana State

University, Baton Rouge, Louisiana

Lori Takeuchi, Joan Ganz Cooney Center, Sesame Workshop, New York,

New York

Chan L. Thai, Department of Communication, University of California, Santa

Barbara, Santa Barbara, California

Sarah E. Vaala, Annenberg Public Policy Center, University of Pennsylvania,

Philadelphia, Pennsylvania

Jong Sung Yoon, Department of Psychology, Florida State University,

Tallahassee, Florida

Corinne Zimmerman, Department of Psychology, Illinois State University

Normal, Illinois

Akane Zusho, Division of Psychological and Educational Services, Fordham

University, New York, New York

Part One

INTRODUCTION AND OVERVIEW