Do video games show demonstrable relationships to academic achievement gains when used to support the K-12 curriculum? In a review of literature, we identified 300+ articles whose descriptions related to video games and academic achievement. We found some evidence for the effects of video games on language learning, history, and physical education (specifically exergames), but little support for the academic value of video games in science and math. We summarize the trends for each subject area and supply recommendations for the nascent field of video games research. Many educationally interesting games exist, yet evidence for their impact on student achievement is slim. We recommend separating simulations from games and refocusing the question onto the situated nature of game-player-context interactions, including meta-game social collaborative elements.
AkkermanS.AdmiraalW.HuizengaJ. (2009). Storification in history education: A mobile game in and about medieval Amsterdam. Computers & Education, 52, 449–459. doi:10.1016/j.compedu.2008.09.01410.1016/j.compedu.2008.09.014
2.
AndersonJ. L. (2008). The kids got game: Computer/video games, gender and learning outcomes in science classrooms. Dissertation Abstracts International Section A: Humanities and Social Sciences, 69(6-A), 2205.
3.
AnnettaL.MinogueJ.HolmesS.ChengM. (2009). Investigating the impact of video games on high school students’ engagement and learning about genetics. Computers & Education, 53, 74–85. doi:10.1016/j.compedu.2008.12.02010.1016/j.compedu.2008.12.020
4.
AriciA. D. (2009). Meeting kids at their own game: A comparison of learning and engagement in traditional and three-dimensional MUVE educational-gaming contexts. Dissertation Abstracts International Section A: Humanities and Social Sciences, 70(2-A), 469.
5.
BaekY.KimB.ParkH. (2009). Not just fun, but serious strategies: Using meta-cognitive strategies in game-based learning. Computers & Education, 52, 800–810. doi:10.1016/j.compedu.2008.12.00410.1016/j.compedu.2008.12.004
6.
BainbridgeW. S. (2007). The scientific research potential of virtual worlds. Science, 317, 472–476. doi:10.1126/science.114693010.1126/science.1146930
7.
BarabS.GoldstoneR.ZuikerS. (2009). Transformational play as a curricular scaffold: Using videogames to support science education. Journal of Science Education Technology, 18, 305–320. doi:10.1007/s10956-009-9171-510.1007/s10956-009-9171-5
8.
BarsalouL. W. (2008). Grounded cognition. Annual Review of Psychology, 59, 617–645. doi:10.1146/annurev.psych.59.103006.09363910.1146/annurev.psych.59.103006.093639
9.
BarsalouL. W. (2010). Grounded cognition: Past, present, and future. Topics in Cognitive Science, 2, 716–724. doi:10.1111/j.1756-8765.2010.01115.x10.1111/j.1756-8765.2010.01115.x
10.
BransfordJ. D.SteinB. S. (1993). The ideal problem solver (2nd ed.). New York, NY: Freeman.
11.
BrowellD. E. (2008). World of studentcraft: An ethnographic study on the engagement of traditional students within an online world (Unpublished doctoral dissertation). Capella University, Minneapolis, MN.
12.
CaplovitzG.KastnerS. (2009). Carrot sticks or joysticks: Video games improve vision. Nature Neuroscience, 12, 527–528.
13.
CharskyD.MimsC. (2008). Integrating commercial off-the-shelf video games into school curriculums. Tech Trends, 52, 38–44. doi:10.1007/s11528-008-0195-010.1007/s11528-008-0195-0
14.
ChenM. G. (2009). Communication, coordination, and camaraderie in World of Warcraft. Games and Culture, 4(1), 47–73.
15.
ClarkD.NelsonB.ChangH.Martinez-GarzaM.SlackK.D’AngeloC. (2011). Exploring Newtonian mechanics in a conceptually-integrated digital game: Comparison of learning and affective outcomes for students in Taiwan and the United States. Computers & Education, 57, 2178–2195. doi:10.1016/j.compedu.2011.05.00710.1016/j.compedu.2011.05.007
16.
Cognition and Technology Group at Vanderbilt. (1992). The Jasper series as an example of anchored instruction: Theory, program description, and assessment data. Educational Psychologist, 27, 291–315. doi:10.1207/s15326985ep2703_310.1207/s15326985ep2703_3
17.
CsikszentmihalyiM. (1990). Flow: The psychology of optimal experience. New York, NY: Harper & Row.
18.
DedeC.KetelhutD.NelsonB. (2004, April). Design-based research on gender, class, race, and ethnicity in a multi-user virtual environment. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
19.
DeHaanJ. W. (2008). Video games and second language acquisition: The effect of interactivity with a rhythm video game on second language vocabulary recall, cognitive load, and telepresence. Dissertation Abstracts International Section A: Humanities and Social Sciences, 69(10-A), 3833.
20.
DeHaanJ. W.KonoF. (2010). The effect of interactivity with WarioWare Minigames on second language vocabulary learning. Journal of Digital Games Research, 4(2), 47–59.
21.
DeHaanJ. W.ReedW.KuwadaK. (2010). The effect of interactivity with a music video game on second language vocabulary recall. Language Learning and Technology, 14, 74–94.
22.
Devlin-SchererR.SardoneN. B. (2010). Digital simulation games for social studies classrooms. Clearing House, 83, 138–144. doi:10.1080/0009865100377483610.1080/00098651003774836
23.
DickeyM. D. (2007). Game design and learning: A conjectural analysis of how massively multiple online role-playing games (MMORPGs) foster intrinsic motivation. Educational Technology Research and Development, 55, 253–273.
24.
DinF. S.CalaoJ. (2001). The effects of playing educational video games on kindergarten achievement. Child Study Journal, 31, 95–102.
EpsteinL. H.BeecherM. D.GrafJ. L.RoemmichJ. N. (2007). Choice of interactive dance and bicycle games in overweight and nonoverweight youth. Annals of Behavioral Medicine, 33, 124–131. doi:10.1007/BF0287989310.1007/BF02879893
27.
ForehandM. (2005). Bloom’s taxonomy: Original and revised. In OreyM. (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
28.
FosterA. N. (2011). The process of learning in a simulation strategy game: Disciplinary knowledge construction. Journal of Educational Computing Research, 45, 1–27. doi:10.2190/EC.45.1.a10.2190/EC.45.1.a
29.
GriffithsM. (2010). Online video gaming: What should educational psychologists know?Educational Psychology in Practice, 26, 35–40.
30.
HarrisA.YuillN.LuckinR. (2008). The influence of context-specific and dispositional achievement goals on children’s paired collaborative interaction. British Journal of Educational Psychology, 78, 355–374. doi:10.1348/000709907X26706710.1348/000709907X267067
31.
HarrisD. (2008). A comparative study of the effect of collaborative problem-solving in a massively multiplayer online game (MMO) on individual achievement. Dissertation Abstracts International Section A: Humanities and Social Sciences, 69(6-A), 2117.
32.
HawkinsD. (2009). Using game equipment to teach. Curriculum Review, 48(6), 10–11.
33.
HeeterC.EgidioR.MishraP.WinnB.WinnJ. (2009). Alien games: Do girls prefer games designed by girls?Games and Culture, 4, 74–100.
34.
JuulJ. (2005). Half-real: Video games between real rules and fictional worlds. Cambridge, MA: MIT Press.
35.
KeF. (2008a). Alternative goal structures for computer game-based learning. Computer-Supported Collaborative Learning, 3, 429–445. doi:10.1007/s11412-008-9048-210.1007/s11412-008-9048-2
36.
KeF. (2008b). A case study of computer gaming for math: Engaged learning from gameplay?Computers & Education, 51, 1609–1620. doi:10.1016/j.compedu.2008.03.00310.1016/j.compedu.2008.03.003
37.
KeF. (2008c). Computer games application within alternative classroom goal structures: Cognitive, metacognitive, and affective evaluation. Education Tech Research and Development, 56, 539–556. doi:10.1007/s11423-008-9086-510.1007/s11423-008-9086-5
38.
KeF.GrabowskiB. (2007). Gameplaying for maths learning: Cooperative or not?British Journal of Educational Technology, 38, 249–259. doi:10.1111/j.1467-8535.2006.00593.x10.1111/j.1467-8535.2006.00593.x
39.
KebritchiM. (2008). Effects of a computer game on mathematics achievement and class motivation: An experimental study. Dissertation Abstracts International Section A: Humanities and Social Sciences, 69(6-A), 2121.
40.
KlopferE.OsterweilS.SalenK. (2009). Moving learning games forward. Cambridge, MA: Education Arcade.
41.
KockN. (2008). E-collaboration and e-commerce in virtual worlds: The potential of Second Life and World of Warcraft. International Journal of e-Collaboration, 4(3), 1–13.
42.
KuppensA. (May, 2008). Incidental language acquisition from television, video games, and music: An empirical study with Flemish youngsters. Paper presented at the annual meeting of the International Communication Association, Montreal, Quebec, Canada.
43.
LeeJ. K.ProbertJ. (2010). Civilization III and whole-class play in high school social studies. Journal of Social Studies Research, 34, 1–28.
44.
MaddisonR.FoleyL.MhurchuC. N.JullA.JiangY.PrapavessisH.. . . SchaafD. (2009). Feasibility, design and conduct of a pragmatic randomized controlled trial to reduce overweight and obesity in children: The Electronic Games to Aid Motivation to Exercise (eGAME) study. BMC Public Health, 9, 1–9. doi:10.1186/1471-2458-9-14610.1186/1471-2458-9-146
45.
MayoM. (2009). Video games: A route to large-scale STEM education?Science, 323(5910), 79–82. doi:10.1126/science.116690010.1126/science.1166900
46.
MetcalfS. J.KrajcikJ.SolowayE. (2000). MODEL-IT: A design retrospective. In JacobsonM. J.KozmaR. B. (Eds.), Advanced designs for the technologies of learning: Innovations in science and mathematics education (pp. 77–115). Hillsdale, NJ: Lawrence Erlbaum.
47.
MhurchuC. N.MaddisonR.JiangY.JullA.PrapavessisH.RodgersA. (2008). Couch potatoes to jumping beans: A pilot study of the effect of active video games on physical activity in children. International Journal of Behavioral Nutrition and Physical Activity, 5(1), 8. doi:10.1186/1479-5868-5-810.1186/1479-5868-5-8
48.
MoshirniaA.IsraelM. (2010). The educational efficacy of distinct information delivery systems in modified video games. Journal of Interactive Learning Research, 21, 383–405.
49.
National Research Council. (2011). Learning science through computer games and simulations (Committee on Science Learning: Computer Games, Simulations, and Education, HoneyM. A.HiltonM. L., Eds.). Washington, DC: National Academies Press, Board on Science Education, Division of Behavioral and Social Sciences and Education.
50.
O’HanlonC. (2007). Gaming: Eat breakfast, drink milk, play Xbox. THE Journal, 34(4), 34–39.
51.
OkoloC. M. (1992). The effect of computer-assisted instruction format and initial attitude on the arithmetic facts proficiency and continuing motivation of students with learning disabilities. Exceptionality, 3, 195–211. doi:10.1080/0936283920952481510.1080/09362839209524815
52.
PetersonM. (2010). Computerized games and simulations in computer-assisted language learning: A meta-analysis of research. Simulation & Gaming, 41, 72–93. doi:10.1177/104687810935568410.1177/1046878109355684
53.
PiriusL. K. (2007). Massively multiplayer online game virtual environments: A potential locale for intercultural training (Unpublished doctoral dissertation). University of Minnesota, Minneapolis.
54.
RanalliJ. (2008). Learning English with The Sims: Exploiting authentic computer simulation games for L2 learning. Computer Assisted Language Learning, 21, 441–455. doi:10.1080/0958822080244785910.1080/09588220802447859
55.
RideoutV. J.FoerhU. G.RobertsD. F. (2010). Generation M2: Media in the lives of 8- to 18-year-olds. Kaiser Family Foundation. Retrieved from http://www.kff.org/entmedia/upload/8010.pdf
56.
RobertsonJ.GoodJ. (2003). Using a collaborative virtual role-play environment to foster characterisation in stories. Journal of Interactive Learning Research, 14, 5–29.
57.
SanchezJ.OlivaresR. (2011). Problem solving and collaboration using mobile serious games. Computers & Education, 57, 1943–1952. doi:10.1016/j.compedu.2011.04.01210.1016/j.compedu.2011.04.012
58.
SellK.LillieT.TaylorJ. (2008). Energy expenditure during physically interactive video game playing in male college students with different playing experience. Journal of American College Health, 56, 505–512. doi:10.3200/JACH.56.5.505-51210.3200/JACH.56.5.505-512
SquireK. D. (2006). From content to context: Video games as designed experiences. Educational Researcher, 35(8), 19–29. doi:10.3102/0013189X03500801910.3102/0013189X035008019
62.
SquireK. D.GiovanettoL.DevaneB.DurgaS. (2005). From users to designers: Building a self-organizing game-based learning environment. Technology Trends, 49(5), 34–42. doi:10.1007/BF0276368810.1007/BF02763688
63.
ThaiA.LowensteinD.ChingD.RejeskiD. (2009). Game changer: Investing in digital play to advance children’s learning and health. New York, NY: Joan Ganz Cooney Center at Sesame Workshop.
64.
ThorneS. L. (2008). Transcultural communication in open internet environments and massively multiplayer online games. In MagnanS. (Ed.), Mediating discourse online (pp. 305–327). Amsterdam, Netherlands: John Benjamins.
65.
ToyodaE.HarrisonR. (2002). Categorization of text chat communication between learners and native speakers of Japanese. Language Learning and Technology, 6, 82–99.
66.
VygotskyL. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
67.
WarrenS. J.DondlingerM. J.BarabS. A. (2008). A MUVE towards PBL writing: Effects of a digital learning environment designed to improve elementary student writing. Journal of Research on Technology in Education, 41, 113–140.
68.
WarrenS. J.SteinR. A.DondlingerM. J.BarabS. A. (2009). A look inside a MUVE design process: Blending instructional design and game principles to target writing skills. Journal of Educational Computing Research, 40, 295–321.
69.
WatsonW. R.MongC. J.HarrisC. A. (2011). A case study of in-class use of a video game for teaching high school history. Computers & Education, 56, 466–474. doi:10.1016/j.compedu.2010.09.00710.1016/j.compedu.2010.09.007
70.
WlodarczykM. (2011). Perceptions of video games in education by PK–12 public school administrators in Connecticut. Unpublished manuscript, University of Connecticut, Storrs.
71.
WrzesienM.Alcañiz RayaM. (2010). Learning in serious virtual worlds: Evaluation of learning effectiveness and appeal to students in the e-junior project. Computers & Education, 55, 178–187. doi:10.1016/j.compedu.2010.01.00310.1016/j.compedu.2010.01.003
72.
ZhengD. (2006). Affordances of three-dimensional virtual environments for English Language learning: An ecological psychological analysis. Dissertation Abstracts International Section A: Humanities and Social Sciences, 67(6-A), 2057.
73.
ZhengD.YoungM. F.WagnerM. M.BrewerR. A. (2009). Negotiation for action: English language learning in game-based virtual worlds. Modern Language Journal, 93, 489–511.
74.
ZuikerS. J. (2008). Transforming practice: Designing for liminal transitions along trajectories of participation. Dissertation Abstracts International Section A: Humanities and Social Sciences, 68(7-A), 2816.
Supplementary Material
Please find the following supplemental material available below.
For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.
For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.
