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Computer Games for Learning: An Evidence-Based Approach (Author: Richard E. Mayer)

Textbook Details: Computer Games for Learning: An Evidence-Based Approach Written by Richard E. Mayer 2014, 281 pages, Published by Massachusetts Institute of Technology ISBN 978-0-262-02757-1 In "Computer Games for Learning," Richard E. Mayer presents a strong platform for understanding the current state of research in educational games and gamification. Unlike many books focusing on games or gamification, Mayer rejects any statements on educational games which are not supported by well-constructed research. The focus of this book is on that research and not the topic of games or gamification itself per se. It presents the concepts and methodologies of conducting research within the field of educational games, along with a background of work that has already been conducted, focusing on a series of studies he and his team have conducted to investigate their significance. Researchers interested in studying gamification and the use of games within learning spaces will find this book a useful, thorough and, most of all, a pragmatic addition to their library. The introduction of "Computer Games for Learning" explores the issues which researchers will face, including a description of the domain of educational games. The three chapters that make up the Introduction provide an excellent platform for the rest of the book, distinguishing both the intention of the work and the method that Mayer uses. The foundation Mayer creates is used both in the presentation of the work and in the studies conducted by his team. Other researchers will find this foundation useful for their own research, as something of a test to ensure that their studies are properly focused and removed from the hype and bias so often found within gamification literature. It is composed of three parts, presented as "Value-Added Designs," "Cognitive Consequence Designs," and "Media Comparison Designs." These three inquiry categories are better described as "Determining the effectiveness of adding a feature to a game," "Determining the educational value of an off-the-shelf game," and "Determining the value of an educational game versus some conventional educational context". These, Mayer suggests, are the areas in which research can be most fruitful and in which the results of research can be most sure. The body of the work, Part II (Chapters 4 to 7) of "Computer Games for Learning," presents the statements from gamification advocates, findings of other researchers, and the findings of his own team. Here, Mayer focuses on the propositions made by the community of educational game researchers and how those propositions stand against the testing methodologies proposed in the introduction of the book. Researchers interested in gamification will find the studies presented to be well-constructed and replicable, with methods that can be re-used for other purposes and with conclusions that inspire new questions and further research. This section is also of interest to those interested who are outside of the research community, such as educators or educational administrators. Findings are presented in a clear and unambiguous manner and cover a wide array of subjects within the field of gamification. …