1. A systematic literature review of empirical evidence on computer games and serious games
Wakana Ishimaru
Leo Liang

2. Introduction Reason for the literature review Method Results
Data collection
Data analysis
Results
Outcomes and conclusion
Summary
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3. Question 1
Please remember some games which you played in your school days. Did those games have positive effects or negative effects for you?

4. Reason for the literature review
　　　　　　　　　Computer games have the potential
positive impacts for learning
↑ however…
dearth of high quality of empirical evidence (de Freitas, 2006; Wouters et al, 2009)
the literature on games is fragmented and lack of coherence (Ke, 2009)
Figure out what the empirical evidence is
Code each study with respect to one main outcome and impact
Since computer games have changed our life, many papers focused on negative impacts of playing digital games in early stage. But there are also many researches which focus on the positive impacts. They say computer games have the potential positive impacts for learning.
However, they are lack of high quality of empirical evidences and they tends to be fragmented and lack of coherence
This lack of organisation is regarded as an obstacle to progress in understanding the effects of games.
To over come this problem, this review will analyse many studies and
Figure out what empirical evidence is there
Code each study with respect to one main outcome and impact

5. Method -Data collection-
Electronic databases
Identified as …
Relevant to education
Information technology
Social science
computer games
video games
serious games
simulation games
games-based learning
MMOG MMORPG
MUD online games
evaluation impacts
outcomes effects
learning education
skills behaviour
attitude engagement
motivation affect
Firstly, they gathered data from electric databases. They searched reports which is identified as Relevant to education, Information technology and Social science. And to search items, they used those key words (in this chart).
AND OR OR

6. Method -Data collection- Further Criteria
paper had to
Include empirical evidence related to the impacts and outcomes of playing games
Include an abstract
Include participants over the age of 14 years
Data from January 2004 to February 2009
129 papers met the inclusion criteria
After that, they got further criteria. The papers had to
Include empirical evidence related to the impacts and outcomes of playing games
Include an abstract
Include participants over the age of 14 years
Data from January 2004 to February 2009
As a result, 129 papers met the inclusion criteria

7. Method -Data analysis- Categories
games
Digital or non-digital
Primary purpose entertainment learning serious game
Game genre based on Herz’s (1997) system: action, adventure, fighting, puzzle, role-play, sports, strategy games, simulations
Subject discipline health, society, maths, language, engineering, general knowledge, geography and science
Platform/delivery video console, PC, online game, second life, mobile or alternate reality game (ARG)
Effect of games
Behavioural and learning outcomes and impacts knowledge acquisition/content understanding perceptual and cognitive skills motor skills psychological outcomes affective and motivational outcomes behaviour change soft skills social outcomes
Intended or unintended
Generic or specific impact
Coding of methods
Study design
Sampling
Sample
Between-group comparisons
Data collection
Data analysis
Result and conclusions
Those 129 papers were analysed in those dimensions.
As for games, they checked whether they are digital or not, and categorized their primary purpose, Game genre, Subject discipline and platform.
In terms of effects of games, they categorised behavioural and learning outcomes and impacts, and checked whether the effects were intended or unintended, and whether they had generic impact or specific impact.
The included papers were coded in terms of those methodological dimensions.

8. Method -Data analysis- Quality of the Studies
How appropriate is the research design for addressing the question?
How appropriate are the methods & analysis?
How generalisable are the findings of this study to the target population with respect to the size and representativeness of sample?
How relevant is the particular focus of the study for addressing the question?
To what extent can the study findings be trusted in answering the study questions?
give 1-3 points to each dimensions
each paper has their own score (5 (Min.) to 15(Max.) points)
In addition, they analysed the quality of those papers. They considered the appropriation of those data and scored each.
Each question had 3 points and every paper had total scores which is from 5 to 15 points.
Through this process, they unified the way of categorise games and effects, and analysed empirical evidences.

9. Results – Game Variables
Each paper was given a score, and organised with respect to the learning or behavioural outcomes and impacts.
Study looked at various things present in the papers such as:
Intention of the game – Entertainment games, games for learning, serious games.
Genre of games & impact on learning – Action, Puzzle, Strategy, Simulation, etc.
Behaviour.
Papers showed mixed results, both positive & negative.

10. Results – Game Variables
Various outcomes.
Lavender (2008) developed a game to determine whether people could be persuaded to be more sympathetic towards the homeless, by playing the role of a homeless woman.
Some showed increase in sympathy and others no significant effect.
Steinkuehler and Duncan (2008) showed that the online game World of Warcraft demonstrated an impressive variety of higher order scientific reasoning skills and building on others’ ideas.

11. Outcomes and Conclusion
More papers looked at positive outcomes of entertainment games and games for learning (Depends on papers used).
Papers showed knowledge acquisition and content understanding were the most frequently occurring.
This reflects the parallel interests in engaging features of games & their use for learning.

12. Outcomes and Conclusion
Further evidence that entertainment games informally lead to improvements in attention and visual perceptual skills.
These visual perceptual skills are generic and underpins success in Science, Technology, Engineering and Mathematics.

13. Outcomes and Conclusion
There were several reported unintended outcomes.
Example: Steinkuehler and Duncan (2008) looked at an entertainment game but demonstrated higher order scientific reasoning and system-based reasoning.

14. Summary
Despite publicity given to negative impacts of games, they have both positive and negative impacts.
Empirical evidence concerning effectiveness of game- based learning was found, but this was only based on data from chosen papers.
Beyond simulations and puzzles, other types of games are able to match desired learning outcomes.
Leads to ↑ in performance of working memory, auditory perception and selective attention tasks.

15. Summary
Support real world decision-making and higher order scientific reasoning skills.
Knowledge acquisition and content understanding frequently occurs; makes games engaging and useful for learning.
A game-based approach to learning is used across many different curricula areas, most notably in health, business and social issues. Found to be motivating and engaging.
Along with other educational involvements, there has been planning of games to be integrated into students’ learning experience.

16. Question 2
Have you experienced game-based approaches in your school days? If so, what kind of class was it?

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