Gaming Technology for Critical Thinking

Abstract

Serious video games have the potential to change the way people learn and train (Gee, 2003; McGonigal, 2011). Experiments quantifying the effectiveness of video games have produced mixed results in terms of learning and performance (Engel et al., 2009; O’Neil, Wainess, & Baker, 2009; Steinkuelhler, Squire, & Barab, 2012). The question is, why? In this panel, three different groups of researchers who have taken different approaches to designing and developing serious games for training will briefly discuss their efforts, including commentary on what has worked and what has not. Each of these projects has focused specifically on training critical thinking skills in the sense of avoiding or mitigating three cognitive biases. Research questions and goals have included: What game variables improve learning? How can user testing approaches improve game development and implementation? What are reliable measures of learning? How does one enhance or improve the transfer of training? What are effective measures of engagement? The objective of this panel is to generate dialog and share ideas among researchers.