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The Curriculum Journal Volume 16, 2005 - Issue 4
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Original Articles

Classification of learning outcomes: evidence from the computer games literature

Harold F. O'Neil University of Southern California/National Center for Research on Evaluation, Standards, and Student Testing (CRESST), USACorrespondence[email protected]
,
Richard Wainess University of Southern California/National Center for Research on Evaluation, Standards, and Student Testing (CRESST), USA
&
Eva L. Baker UCLA/National Center for Research on Evaluation, Standards, and Student Testing (CRESST), USA
Pages 455-474 | Published online: 16 Aug 2006
 
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Abstract

Following up on an earlier issue of The Curriculum Journal (Vol. 16, No. 1), this article focuses on learning outcomes in the context of video games. Learning outcomes are viewed from two theoretical frameworks: Kirkpatrick's levels of evaluation and the CRESST model of learning. These are used to analyse the outcomes claimed in journal articles that report empirical work, indicating the usefulness of the frameworks, and the necessity to consider the role of affective learning. The article ends with some comments on the relationship of instructional design to effective games and learning outcomes.

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