000			03920nam a2200493 i 4500
001			6867431
003			IEEE
005			20220712204827.0
006			m o d
007			cr |n|||||||||
008			151223s2014 mau ob 001 eng d
010			_z 2013046632 (print)
020			_a9780262324502 _qelectronic
020			_z9780262027571 _qhardcover : alk. paper
035			_a(CaBNVSL)mat06867431
035			_a(IDAMS)0b000064826d6ffb
040			_aCaBNVSL _beng _erda _cCaBNVSL _dCaBNVSL
050		4	_aLB1062 _b.M385 2014eb
082	0	0	_a371.33/7 _223
100	1		_aMayer, Richard E., _d1947- _eauthor. _924399
245	1	0	_aComputer games for learning : _ban evidence-based approach / _cRichard E. Mayer.
264		1	_aCambridge, Massachusetts : _bMIT Press, _c[2014]
264		2	_a[Piscataqay, New Jersey] : _bIEEE Xplore, _c[2014]
300			_a1 PDF (xvii, 281 pages).
336			_atext _2rdacontent
337			_aelectronic _2isbdmedia
338			_aonline resource _2rdacarrier
504			_aIncludes bibliographical references and indexes.
505	0		_aIntroduction: taking an evidence-based approach to games for learning -- Method: conducting scientific research on games for learning -- Theory: applying cognitive science to games for learning -- Evidence -- Examples of three genres of game research -- Value-added research: which features improve a game's effectiveness? -- Cognitive consequences research: what is learned from playing a game? / by Deanne Adams and Richard E. Mayer -- Media comparison research: are games more effective than -- Conventional media?
506	1		_aRestricted to subscribers or individual electronic text purchasers.
520			_aMany strong claims are made for the educational value of computer games, but there is a need for systematic examination of the research evidence that might support such claims. This book fills that need by providing, a comprehensive and up-to-date investigation of what research shows about learning with computer games. Computer Games for Learning describes three genres of game research: the value-added approach, which compares the learning outcomes of students who learn with a base version of a game to those of students who learn with the base version plus an additional feature; the cognitive consequences approach, which compares learning outcomes of students who play an off-the-shelf computer game for extended periods to those of students who do not; and the media comparative approach, which compares the learning outcomes of students who learn material by playing a game to those of students who learn the same material using conventional media. After introductory chapters that describe the rationale and goals of learning game research as well as the relevance of cognitive science to learning with games, the book offers examples of research in all three genres conducted by the author and his colleagues at the University of California, Santa Barbara; meta-analyses of published research; and suggestions for future research in the field. The book is essential reading for researchers and students of educational games, instructional designers, learning-game developers, and anyone who wants to know what the research has to say about the educational effectiveness of computer games.
530			_aAlso available in print.
538			_aMode of access: World Wide Web
588			_aDescription based on PDF viewed 12/23/2015.
650		0	_aCognitive learning. _924400
650		0	_aVisual learning. _924401
650		0	_aComputer games _xPsychological aspects. _924402
655		0	_aElectronic books. _93294
710	2		_aIEEE Xplore (Online Service), _edistributor. _924403
710	2		_aMIT Press, _epublisher. _924404
776	0	8	_iPrint version _z9780262027571
856	4	2	_3Abstract with links to resource _uhttps://ieeexplore.ieee.org/xpl/bkabstractplus.jsp?bkn=6867431
942			_cEBK
999			_c73379 _d73379