New research from Richard Mayer and Cheryl Johnson compared two versions of a “Circuit Game” designed to teach how circuits work. A basic game version was comapred to three other versions: with self-explanation response requirements, with explanatory feedback, and with both. Learning during the game and after the game was improved by self explanations or feedback. The goal of the research is to define game conditions that lead to learning. Journal of Educational Computing Research V 42, 241-265.
Tags: Serious Games