Based on experiential learning theory (Kiili, 2005), the present study investigated whether information that is deducted through playful experience from an educational game is recalled better than similar information that is conveyed by instruction. In a media-comparison experiment, half of 108 children in Grade 5 worked on a series of lessons by means of an educational computer game. The other half of the children received the same lessons by means of an instructional workbook that was based on the game. Cuedrecall questions that were divided into questions on a) textual information only, b) visual information, and c) information that had to be deducted from playing the game, revealed that information that was deducted through empirical experience in the game was recalled better than any of the other information elements. Results are discussed in light of the potential unique benefits that games could offer compared to more traditional ways of teaching.
|Journal||Tijdschrift voor communicatiewetenschap|
|Publication status||Published - 2009|
- educational games
- experiential learning
- digital gamebased learning
- serious games