This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Garris, R. Articles by Driskell, J. E. Search for Related Content Social Bookmarking                   What's this?

Games, Motivation, and Learning: A Research and Practice Model

Robert Ahlers

Naval Air Warfare Center Training Systems Division

James E. Driskell

Florida Maxima Corporation

Although most agree that games can be engaging and that games can be instructive, there is little consensus regarding the essential characteristics of instructional games. Implicit in the research literature is the notion that if we pair instructional content with certain game features, we can harness the power of games to engage users and achieve desired instructional goals. In this article, the authors present an input-processoutput model of instructional games and learning that elaborates (a) the key features of games that are of interest from an instructional perspective; (b) the game cycle of user judgments, behavior, and feedback that is a hallmark of engagement in game play; and (c) the types of learning outcomes that can be achieved. The authors discuss the implications of this approach for the design and implementation of effective instructional games.

Key Words: education/training • learning • motivation • simulation/games • video games

Simulation & Gaming, Vol. 33, No. 4, 441-467 (2002)
DOI: 10.1177/1046878102238607


CiteULike    Connotea    Del.icio.us    Digg    Reddit    Technorati    What's this?

This article has been cited by other articles:

				K. A. Wilson, W. L. Bedwell, E. H. Lazzara, E. Salas, C. S. Burke, J. L. Estock, K. L. Orvis, and C. Conkey Relationships Between Game Attributes and Learning Outcomes: Review and Research Proposals Simulation Gaming, April 1, 2009; 40(2): 217 - 266. [Abstract] [PDF]

				D. Crookall and W. Thorngate Acting, Knowing, Learning, Simulating, Gaming Simulation Gaming, February 1, 2009; 40(1): 8 - 26. [PDF]

				J. Hense, W. C. Kriz, and J. Wolfe Putting Theory-Oriented Evaluation Into Practice: A Logic Model Approach for Evaluating SIMGAME Simulation Gaming, February 1, 2009; 40(1): 110 - 133. [Abstract] [PDF]

				N. Taber Emergency response: Elearning for paramedics and firefighters Simulation Gaming, December 1, 2008; 39(4): 515 - 527. [Abstract] [PDF]

				R. J. Nadolski, H. G. K. Hummel, H. J. van den Brink, R. E. Hoefakker, A. Slootmaker, H. J. Kurvers, and J. Storm EMERGO: A methodology and toolkit for developing serious games in higher education Simulation Gaming, September 1, 2008; 39(3): 338 - 352. [Abstract] [PDF]

				D. Burgos, P. Moreno-Ger, J. L. Sierra, B. Fernandez-Manjon, M. Specht, and R. Koper Building adaptive game-based learning resources: The integration of IMS Learning Design and Simulation Gaming, September 1, 2008; 39(3): 414 - 431. [Abstract] [PDF]

				M. A. Lynch and R. J. Tunstall When worlds collide: Developing game-design partnerships in universities Simulation Gaming, September 1, 2008; 39(3): 379 - 398. [Abstract] [PDF]

				C. Reese and T. Wells Teaching academic discussion skills with a card game Simulation Gaming, December 1, 2007; 38(4): 546 - 555. [Abstract] [PDF]

				D. J. Devine, J. K. Habig, K. E. Martin, J. P. Bott, and A. L. Grayson Tinsel Town: A Top Management Simulation Involving Distributed Expertise Simulation Gaming, March 1, 2004; 35(1): 94 - 134. [Abstract] [PDF]