CEP 822: Annotated Bibliography

Annotated Bibliography

Becker, K. (2007). Digital game-based learning once removed: Teaching teachers. British Journal Of Educational Technology, 38(3), 478-488. Retrieved from http://web.ebscohost.com.proxy2.cl.msu.edu/ehost/pdfviewer/pdfviewer?sid=31343b29-1268-4f94-ac67-f8828ac73ee1%40sessionmgr15&vid=12&hid=19

Katrin Becker, a retired computer science professor, created a course for educational professionals that focused on digital game based learning. Becker states that “Teachers cannot be expected to embrace digital games as a tool for learning unless they have a sound understanding of the potential as well as the limitations, and are confident in their ability to use games effectively to enhance learning.” The article is a change of pace compared to the other articles in that it focuses on the other aspect of the success of digital gaming in the classroom, the teacher. Becker gives an in depth view of the course that she taught and how those key elements play a role in educational games in the classroom.

Bourgonjon, J., Valcke, M., Soetaert, R., Wever, B., & Schellens, T. (2011). Parental acceptance of digital game-based learning. Computers & Education, 57(1), 1434-1444. Retrieved from http://www.sciencedirect.com.proxy2.cl.msu.edu/science/article/pii/S036013151100008X

Bourgonjon et al shift focus in this article off of the teachers and students and look at how parents perceive video games in the classroom. The authors completed a survey based on the participation of 858 parents who were surveyed on student use of video games in general, and video games used in the classroom.  Bourgonjon et al discuss the negative effects of video games as well, an important perspective. The authors state that “Teachers, students and policy makers appear to be influenced by what parents think about games in the classroom. Therefore, it is important to study these parental beliefs about games.”

Gee, J.P. (2004). Learning by design: games as learning machines. Interactive Education Multimedia, number 8, 15-23, Retrieved from http://www.ub.edu/multimedia/iem/down/ c8/Games_as_learning_machines.pdf

Gee poses the question “Why is a long, complex, and difficult game motivating?” As Gee delves deeper into the answer to this question, he supplies us with a list of principles to look for within the design of a game. “The stronger the game on the features of the list, the better its score for learning,” he says. The list is divided into three sections: Empowered Learning, Problem Solvers, and Understanding. I like the fact that this idea takes on the perspective of the game designer and the design of the game relative to learning.

Oblinger, D.G. (2006). Games and Learning, EDUCAUSE Review Online, Retrieved from http://www.educause.edu/ero/article/games-and-learning

Oblinger, the President and CEO of Educause, discusses her thoughts on games and learning and their ability to bring play back to the learning experience. She discusses four main ideas concerning digital games in education: a background of games in education, effective learning environments, teaching with games, and reintroducing games into education. Oblinger focuses on digital games past the early grades. In doing so she states, “Ignoring the educational power of games dismisses a potentially valuable learning tool. Digital games, in particular, carry enormous potential to draw students into a topic and help them learn information, skills, attitudes, and ways of thinking.”

Papastergiou, M. (2009). Digital Game-Based Learning in high school Computer Science education: Impact on educational effectiveness and student motivation. Computers & Education, 52(1), 1-12. Retrieved from http://www.sciencedirect.com.proxy2.cl.msu.edu/science/article/pii/S0360131508000845

            The basis of this article revolves around a study of 88 Greek Computer Science students and how learning effectiveness and motivational appeal of a video game have an effect on learning. One very interesting aspect of this article and study is that it also focuses on gender bias within video games to see if it would have any effect on the effectiveness of these games in an educational setting considering that both boys and girls play these games. In the initial study, the students were split into two groups, one group having a game application involved and the other not.

Van Eck, R. (2006). Digital Game-Based Learning: It’s Not Just the Digital Natives Who Are Restless, EDUCAUSE Review Online, 41(2). Retrieved from http://edergbl.pbworks.com/w/file/fetch/47991237/digital%20game%20based%20learning%202006.pdf

            Van Eck discusses his theories behind the importance of Digital Game Based Learning (DGBL) in education and categorizes is thoughts into five main topics: “why DGBL is effective and engaging, how an institution can leverage those principles to implement DGBL, how faculty can integrate commercial off-the-shelf (COTS) DGBL in the classroom, what DGBL means for institutional IT support, and the lessons we can learn from past attempts at technological innovations in learning.” Van Eck does a wonderful job covering all technical aspects of a successful implementation of DGBL in a 21^st century learning environment.

Yang, Y. (2012). Building virtual cities, inspiring intelligent citizens: Digital games for developing students’ problem solving and learning motivation. Computers & Education, 59(2), 365-377. Retrieved from http://www.sciencedirect.com.proxy2.cl.msu.edu/science/article/pii/S0360131512000139

Yang focuses on the study of DGBL and how it affects student’s problem solving skills, learning motivation, and academic achievement. In order to provide evidence in these areas a study was conducted in which 44, ninth grade Civics students were randomly assigned to two groups, one group utilizing DGBL and the other being taught using traditional methods. The study lasted total of 23 weeks. The results showed a few promising things: “digital games are effective in improving problem-solving skills, problem-solving skills require time to develop effectively, DGBL outperformed traditional instruction in terms of learning motivation, and digital games can create a positive learning environment.”