Influence of online computer games on the academic achievement of nontraditional undergraduate students

Figures & data

Table 1. Ways that digital game-based learning are used to engage nontraditional students

Topic	Author	Design	Results
Design and motivation	Flores (2015)	Theoretical analysis of related literature and existent digital game-based learning (DGBL) (all ages including non-traditional college students) analyzed intrinsic motivation, and recommended more research. Emphasis on second language learners	DGBL was found to have a positive impact on the learning of a second language (L2). The learning platform enhanced reading, writing, and speaking skills in addition to encouraging collaboration
	Theoretical article: published in Digital Education open access, peer reviewed journal Published by University of Barcelona
Design and motivation	Trybus (2014)	Comparative commentary on game, traditional, and hands-on pedagogy concluded digital games increased motivation	A gap exists between traditional instructional strategies that promote passive learning and a workforce that requires an interactive, digital, and multimedia skill set. DGBL based learning can act as a bridge between the disconnections
	Analysis of game elements as compared to traditional and hands on learning experiences in a. white paper Carnegie Mellon University faculty member: Entertainment Technology Center
Design and motivation	Nadolny and Halabi (2016)	Mixed method case study including achievement, attendances, and surveys; 41 undergraduates ages 18–41	The data analysis indicated the potential of DGBL) to increase the attendance and level of motivation for students registered in large course sections
	Empirical research article: Published in Simulations and Gaming (Sage) peer reviewed article
Design and motivation	Brady and Devitt (2016)	Exploratory, qualitative case study which included non-traditional students in the sample of 34 online postgraduates and undergraduates students; ages varied	Findings indicated the use of DGBL as an instructional tool increased student engagement, assisted in connecting theory and practice and developed higher order processing skills
	Empirical research article: Published on the Social Science Research Network; not peer reviewed
Feedback and alignment	Brady and Devitt (2016)	Exploratory, qualitative case study which included non-traditional students in the sample of 34 online postgraduates and undergraduates students; ages varied	Findings indicated aligning DGBL strategies to curricular outcomes increased critical thinking, and content mastery
	Empirical research article: Published on the Social Science Research Network; not peer reviewed
Real life experience	Ding et al. (2017)	Semi-structured survey tool administered to 67 part-time students in undergraduate finance class at a major university in Singapore. Thirty-four surveys were completed	Findings showed improved performance and student preferred DGBL opposed to traditional style teaching because the games provided an experiential learning experience
	Empirical research article published in peer reviewed journal: Emerald publishers

Table 2. Learning and work-related skills developed by using digital game based learning

Topic	Author	Design	Results
Building competencies	Anderson et al. (2009)	Commentary and analysis based on literature review	Digital game based learning (DGBL) provides many advantages for adult learners and adult educators such as problem solving, decision-making, and patterns of recognition
	Peer reviewed, open access, Literature review
	McFarlane (2003)	Commentary by editor of special issue of Assessment in Education focused on digital assessment	The editorial drew attention to the role of digital technologies in assessment and learning
	Editorial in peer reviewed special issue
	Snow (2016)	Nontraditional students, school leaders, educators at community colleges and four-year institutions	DGBL has potential to increase learning opportunities for nontraditional students if tailored to specific needs and challenges encountered by this population of students
	Extensive empirical research on DGBL and non-traditional students conducted by Muzzy Lane and supported by the Gates foundation. Not peer reviewed
Building Employment Competencies	Levy and Pliskin (2012)	Conceptual model drawn from study of the literature and applied to a specific context	DGBL used in business education was found to provide students a platform for better communication, building collaboration, improving problem-solving skills and promoting creativity
	Conceptual model for using games to improve decision making in peer reviewed book chapter
In the Military	Kearney and Pivec (2007), peer	Content analysis of games, with focus on sex and violence content including a purposive sample poll of teenaged gamers (42)	DGBL has hidden value that can often be complex and multidimensional. Games sometimes feature sex and violence, which maybe of questionable value in some context. The military use of DGBL allows soldiers to safely practice lifesaving skills in violent situations
	reviewed, traditional journal, Blackwell Publishers
	Mead (2013)	Commentary on how the US army developed video games to identify and recruit individuals with talent for combat and for other purposes	The US Military is one of the first and largest high-stakes educators that use DGBL and simulators as instructional tools for training, specifically warfare
	Book, not peer reviewed
Collaborative learning	Snow (2016);	Focus Groups online surveys and interviews. Participants included nontraditional students, school leaders, educators at community colleges and four-year institutions	DGBL has the potential to increase the learning opportunity for nontraditional students if tailored to the specific needs and challenges encountered by this population of students
	Extensive empirical research on DGBL and non-traditional students conducted by Muzzy Lane and supported by the Gates foundation. Not peer reviewed
	de Freitas and Oliver (2006)	Theoretical model to evaluate the use of DGBL	Four frameworks exist the guide the discussion on games and simulations: context, attributes of learners, mode of presentation, and process of learning
	Development and application of a theoretical model for using DGBL in peer reviewed article. Published by AECT
	Levy and Pliskin (2012)	Conceptual model drawn from study of the literature and applied to a specific context	DGBL used in business education was found to provide students a platform for better communication, building collaboration, improving problem-solving skills and promoting creativity
	peer reviewed book chapter published by IGI

Table 3. Subjects that digital game based learning are used to teach them in higher education

Content area	Game	University/Course	Participants
Develop critical thinking	Critical Thinking In Everyday Life/GameScape by Toolwire	University of Phoenix—Humanities	Undergraduates, who study in online classrooms and are primarily working adults
Psychology	What Happened To Uncle Bob/GameScape Mystery	University of Phoenix Psychology
Writing	University Writing Essentials: Live! News!	University of Phoenix—English
Environmental science	Sparksvile25; The Environmental Science Game	Arizona State University—Environmental Studies
Nutrition	Nutrition—A Key to Health/Gamescape	University of Phoenix— Science
Adaptable games	Toolwire Games	University of Phoenix, Arizona State University, Capella University, Kaplan University, Columbus State Community College, Strayer University
English language learning achievement	Ting-Ting and Yueh-Min (2017)	Quasi-experimental study. Three different methods of instruction were assessed	Students who used the mobile game-based system displayed higher learning interest, engagement, and increase effectiveness in learning vocabulary knowledge. There was also evidence of self-efficacy
	Empirical research article published in peer reviewed journal Publisher: International Forum of Educational Technology & Society	Group A—received traditional instruction
		Group B—traditional and then for half the class vocabulary review
		Group C—traditional instruction and for half the class mobile game based vocabulary practice
		94 first-year students enrolled in an Information Management Program at a private Taiwan University. Student were divided into three groups
Math	Tate (2017)	Descriptive article on new video game called “Variant”. Participant included 400 Faculty and Administrators members at 300 universities navigated an avatar through an abandoned planet by solving calculus-based equations	Feedback from participants using the pilot games found an increased level of student engagement. Data was not yet available measuring performance levels
	Descriptive article published in online professional news journal sharing news, opinions, career opportunities
	Not peer reviewed

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