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A critical review of the effectiveness of narrative-driven digital educational games
journal contribution
posted on 2018-01-01, 00:00 authored by L C Jackson, Joanne O'MaraJoanne O'Mara, Julianne MossJulianne Moss, A C JacksonDigital games are currently viewed, by many within the field of education, as a way to engage and motivate students, and to assist them in acquiring content knowledge and skills. Despite the growing interest in using digital games, including serious games, this is the first critical review of the literature on the effectiveness of digital narrative-driven educational games. Of 2550 articles initially screened, 130 were synthesised in the final review. The results suggest that such games can be more much more effective than traditional instruction for promoting attitude change, engagement, motivation, and skill acquisition; slightly more effective in promoting enjoyment and knowledge acquisition; and equal in fostering behaviour change. As such, they may be viewed as effective and versatile tools for teaching and learning.
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Journal
International journal of game-based learningVolume
8Issue
4Season
Oct-DecPagination
32 - 49Publisher
IGI GlobalLocation
Hershey, Pa.Publisher DOI
ISSN
2155-6849eISSN
2155-6857Language
engPublication classification
C1 Refereed article in a scholarly journalCopyright notice
2018, IGI GlobalUsage metrics
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