Erhel, S., & Jamet, E. (2013). Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness. Computers & Education, 67, 156-167. doi:10.1016/j.compedu.2013.02.019
This study enhances previous research by studying the effect of two different types of instruction during Digital Game-based Learning (DGBL). The two types were learning instruction and entertainment instruction which meant students were asked to play or were asked to learn with a program. The results showed that learning instructions elicited deeper learning without a negative impact on motivation. It also showed that if learners are given feedback regularly about their performance, the entertainment results in deep learning. Overall the study demonstrates that a gaming environment can promote learning without impacting motivation negatively, providing it includes appropriate features that prompt learners to process the content.
A portion of the experiment demonstrated that shallow cognitive processes may prevail in situations where learners are not explicitly encouraged to learn. By stating it was a game only, the instruction did not trigger the cognitive processes needed for deep learning.
This study shows the importance of clear instructions as well as regular feedback when using DGBL as a learning tool. Instructors who are using gaming in the classroom would serve themselves and their students better to provide clear instructions regarding learning outcomes expected from any gaming strategies. Also important to note is continuous feedback throughout the process so the students understand where they are in the learning process and how they are progressing.
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