A 2017 cyberlearning community report states that students learn more from games when bridging activities connect game learning to classroom instruction, and that learning analytics can strengthen the connection¶

Claim · All claims
Evidence · 1 study · review r? · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students learn more from games when bridging activities connect implicit learning in the game to formal, explicit classroom instruction. → Roschelle 2017 q2 i? The connection can be made stronger when learning analytics measure student progress from their actions in the game. → Roschelle 2017

Evidence¶

Roschelle 2017¶

Roschelle, J., Martin, W., Ahn, J. & Schank, P. (Eds.). (2017). Cyberlearning Community Report: The State of Cyberlearning and the Future of Learning With Technology. Menlo Park CA: SRI International. https://digitalpromise.dspacedirect.org/items/dafbe585-c0f8-4693-bde8-a6d847a58aad

q2 · i? · review · r?

The report's executive summary cites this as one example of findings discussed in the report, stating that "students learn more from games when bridging activities connect implicit learning with the game" and classroom instruction. No effect size or study detail is printed in the supplied text.

"students learn more from games when bridging activities connect implicit learning with the game to formal, explicit classroom instruction – a connection that can be made stronger when learning analytics measure student progress in learning from their actions in the game."

Discussion¶

Related Claims¶

• Studying worked examples between two rounds of a computer puzzle game produced significantly greater knowledge map improvement than no worked examples for adult players — the general claim this finding bears on, with the studies behind it
• The review reports that embedded analytics, timely feedback, and structured reflection strengthen conceptual consolidation and learning gains — a broader claim this one bears on
• The review reports that simulation games support near transfer of knowledge but evidence for long-term or far transfer is less robust — related
• A systematic review argues that concrete materials aid mathematics and science learning when they are explicitly and gradually connected to the abstract symbols they represent — a broader claim this one bears on
• Explicit L2 grammar instruction leads to larger learning effects than implicit instruction, as reported in the reviewed synthesis literature — related
• Trainees learn more from simulation games when they have unlimited access to the game — related
• Teachers actively highlight specific in-game actions as examples of tactical decision-making, including distinguishing sound tactical reasoning from negative outcomes — related
• Simulation games are more effective when they actively rather than passively convey course material — related