Girard, C., J., A. (2013). Serious games as new educational tools: how effective are they. A -analysis of recent studies. Journal of Computer Assisted Learning, 29(3), 207-219. dor10.1111/j.1365-2729.2012.00489.x
Summary: This article reviews the results of studies on the effectiveness of serious games and entertainment video games on learning and engagement. The article states that it is very difficult to analyse the effectiveness of serious games in learning because there is a massive variety of serious games and video games in 0nris of the type of game and the type of skill they are intended to teach.
A total of nine studies from six journals, published between 2007 and 2011 were examined, testing games in fields of cognition. academics, medicine and social. Some studies tested multiple games, so a total of 11 games were reviewed in the article.
Three of the 11 games were found to have a positive effect on learning, in comparison with traditional training methods or no training. 7 had no beneficial effect and the results for one of the games were mixed. This indicated that the effediveness of serious games is yet unproven. The article outlines several limitations of the studies reviewed – particularly inconsistent use of a control group. In the opinion of the authors, the best way to assess a serious game’s effediveness is to compare it with a group which receives no training and a group which receives a different type training, at a minimum. It would also be good to measure long-term benefits of serious games. The article explains that, while we should not be too enthusiastic about serious games, they could prove to be useful educational tools in the future, and it is important to continue to study their effectiveness.
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