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

Author

Listed:
  • Rosemary Garris
  • Robert Ahlers

    (Naval Air Warfare Center Training Systems Division)

  • James E. Driskell

    (Florida Maxima Corporation)

Abstract

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.

Suggested Citation

  • Rosemary Garris & Robert Ahlers & James E. Driskell, 2002. "Games, Motivation, and Learning: A Research and Practice Model," Simulation & Gaming, , vol. 33(4), pages 441-467, December.
    • Handle: RePEc:sae:simgam:v:33:y:2002:i:4:p:441-467
    DOI: 10.1177/1046878102238607
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    References listed on IDEAS

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    1. Kenneth L. Simons, 1993. "New technologies in simulation games," System Dynamics Review, System Dynamics Society, vol. 9(2), pages 135-152, June.
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