Relevant academic research:
2018 Game-Based Learning: Increasing the Logical-Mathematical, Naturalistic, and Linguistic Learning Levels of Primary School Students
María Esther Del Moral Pérez et.al
The research is focused on the “Game to Learn Project”, which has as its aim not only to promote the use of serious games and digital mini-games for the development of Multiple Intelligences. Does this methodology result in increased learning? Teachers assessed the level achieved by 119 primary education students in several learning categories before and after participating in the project. The results showed significant differences between children’s learning levels in logical-mathematical, naturalistic and linguistic abilities before and after their participation in this innovative project, thus revealing a widespread increase in every indicator.
2018 Success factors for serious games to enhance learning: a systematic review
Ravyse, W., Seugnet Blignaut, A., Leendertz, (2016)
"There is no doubt that an abundance of factors exist that makes learning with serious games successful. Research articles reporting on these factors however, tend to focus on select serious game elements and do not combine all salient factors for successful learning with serious games. This article examines existing academic literature from 2000 to 2015, extracting shared serious game success factors that have had an encouraging impact on gameful learning experiences. The researchers analyzed a total of 63 articles from a variety of recognized electronic libraries and databases. Through this analysis they revealed five central serious game themes: backstory and production; realism; artificial intelligence and adaptivity; interaction; and feedback and debriefing, all of which require deliberate intertwining with pedagogical content to ensure successful learning. This review unravels each of the five themes into their constituent factors and consequently presents the factors as practical guidelines that serious games producers should strive to include in their game productions. Applying these recommendations whenever serious games are considered will provide a foundation for effective gameful learning experiences". Karl M. Kapp
2017 Digital games for learning energy conservation: A study of impacts on motivation, attention, and learning outcomes
Szu-Wei Chen et.al
This research created two digital question-and-answer games and compared them with a traditional paper-and-pencil learning method to explore how different learning approaches would affect college students’ learning for knowledge of energy conservation. This research conducted a between-subject experiment with random assignment to examine short-term effects of the three different learning methods on motivation, attention, and learning outcomes.
2016 Physical Activity, Fitness, Cognitive Function, and Academic Achievement in Children: A Systematic Review.
The relationship among physical activity (PA), fitness, cognitive function, and academic achievement in children is receiving considerable attention. The utility of PA to improve cognition and academic achievement is promising but uncertain; thus, this position stand will provide clarity from the available science. The purpose of this study was to answer the following questions: 1) among children age 5-13 yr, do PA and physical fitness influence cognition, learning, brain structure, and brain function? 2) Among children age 5-13 yr, do PA, physical education (PE), and sports programs influence standardized achievement test performance and concentration/attention?