Desktop version

Home arrow Computer Science arrow Learning by playing : video gaming in education


Authors' Note

This research was supported by the MacArthur Foundation (2010-2453), awarded to Jennifer Biedler and Michael A. Evans. We wish to thank the principal, staff, and students at Blacksburg High School, who provided requisite access to school facilities and support throughout this project. We also thank the graduate students from computer science, science education, educational psychology, and instructional design and technology who contributed to project design, implementation, and data collection.


Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.

Barnett, S. M., & Cici, S. J. (2002). When and where do we apply what we learn? A taxonomy for far transfer. Psychological Bulletin, 128, 612-637.

Baumeister, R., & Leary, M. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117, 497-529.

Bergin, C., & Bergin, D. (2009). Attachment in the classroom. Educational Psychology Review, 21, 141-170.

Bergin, D. A. (1999). Influences on classroom interest. Educational Psychologist, 34, 87-98.

Blumberg, F. C., & Randall, J. D. (2013). What do children and adolescents say they do during video game play? Journal of Applied Developmental Psychology, 34, 82-88.

Bohannon, J. (2008). Flunking Spore. Science, 322(5901). Retrieved from http://www.sci-

Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. Journal of the Learning Sciences, 2(2), 141-178.

Collins, A., & Halverson, R. (2009). Rethinking education in the age of technology: The digital revolution and schooling in America. Teachers College Press.

Covington, M. V. (1992). Making the grade: A self-worth perspective on motivation and school reform. New York, NY: Cambridge University Press.

Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York, NY: HarperPerennial.

Deci, E. L. (1975). Intrinsic motivation. New York, NY: Plenum Press.

Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227-268.

Eccles, J. (2009). Who am I and what am I going to do with my life? Personal and collective identities as motivators of action. Educational Psychologist, 44(2), 78-89.

Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motivation (pp. 75-146). San Francisco, CA: Freeman.

Edelson, D. (2002). Design research: What we learn when we engage in design. Journal of the Learning Sciences, 11(1), 105-121.

Evans, M. A. (2008). Mobility, games, and education. In R. Ferdig (Ed.), Handbook of research on effective electronic gaming in education, (Vol. 1, pp. 96-110). Hershey, PA: Information Science Reference.

Evans, M. A. (2009). Promoting mediated collaborative inquiry in primary and secondary science settings: Sociotechnical prescriptions for and challenges to curricular reform. In R. Subramaniam (Ed.), Handbook of Research on New Media Literacy at the K-12 Level: Issues and Challenges, (Vol. I, pp.128-143). Hershey, PA: Information Science Reference.

Evans, M. A. (2010). Using commercial off-the-shelf video games to facilitate habits of mind: Spore in the seventh grade life science classroom. In P. Zemliansky & D. Wilcox (Eds.), Design and implementation of educational games: Theoretical and practical perspectives (pp. 262-277). Hershey, PA: Information Science Reference.

Evans, M. A., & Biedler, J. (2012). Playing, designing, and developing video games for informal science learning: Mission: Evolution as a working example. International Journal of Learning and Media, 3(4). doi: 10.1162/IJLM_a_00083

Evans, M. A., Holbrook, H., Blevins, S., & Bielder, J. (2011). Mission: EvolutionSpore™ as a platform for informal science experiences in high school. Poster presented at the American Educational Research Association Conference, New Orleans, LA, April 8-12.

Evans, M. A., Jones, B. D., & Akalin, S. (2012, April). Leveraging digital game design in an informal science learning environment to motivate high school students in biology. Paper presented at the annual meeting of the American Educational Research Association, Vancouver, Canada.

Gee, J. P., & Hayes, E. R. (2011). Language and learning in the digital age. Taylor & Francis.

Green, M. E., & McNeese, M. N. (2011). Using digital games and virtual environments to enhance learning. In M. S. Khine (Ed.), Learning to play: Exploring the future of education with video games (pp. 79-105). New York, NY: Peter Lange Publishing, Inc.

Habgood, M. P., & Ainsworth, S. E. (2011). Motivating children to learn effectively: Exploring the value of intrinsic integration in educational games. Journal of the Learning Sciences, 20(2), 169-206.

Hall, S., Jones, B. D., Amelink, C., & Hu, D. (2013). Educational innovation in the design of an online nuclear engineering curriculum. The Journal of Effective Teaching, 13(2), 58-72.

Haskell, R. E. (2001). Transfer of learning: Cognition, instruction, and reasoning. San Diego, CA: Academic Press.

Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111-127.

Honey, M. A., & Hilton, M. L. (2011). Learning Science Through Computer Games and Simulations. Washington, DC: National Academies Press.

Husman, J., Derryberry, W. P., Crowson, H. M., & Lomax, R. (2004). Instrumentality, task value, and intrinsic motivation: Making sense of their independent interdependence.

Contemporary Educational Psychology, 29, 63-76.

Jackson, J. (2011). Game changer: How principles of video games can transform teaching. In M. S. Khine (Ed.), Learning to play: Exploring the future of education with video games (pp. 107-127). New York, NY: Peter Lange Publishing, Inc.

Jones, B. D. (2009). Motivating students to engage in learning: The MUSIC Model of Academic Motivation. International Journal of Teaching and Learning in Higher Education, 21, 272-285.

Jones, B. D. (2010). An examination of motivation model components in face-to-face and online instruction. Electronic Journal of Research in Educational Psychology, 8, 915-944.

Jones, B. D., Epler, C. M., Mokri, P, Bryant, L. H., & Paretti, M. C. (in press). The effects of a collaborative problem-based learning experience on students’ motivation in engineering capstone courses. Interdisciplinary Journal of Problem-Based Learning.

Jones, B. D., Ruff, C., Snyder, J. D., Petrich, B., & Koonce, C. (2012). The effects of mind mapping activities on students’ motivation. International Journal for the Scholarship of Teaching and Learning, 6(1), 1-21.

Jones, B. D., Watson, J. M., Rakes, L., & Akalin, S. (2012). Factors that impact students’ motivation in an online course: Using the MUSIC Model of Academic Motivation. Journal of Teaching and Learning with Technology, 1(1), 42-58.

Jones, B. D., & Wilkins, J. L. M. (2013a). Testing the MUSIC Model of Academic Motivation through confirmatory factor analysis. Educational Psychology: An International Journal of Experimental Educational Psychology, 33(4), 482-503.

Jones, B. D., & Wilkins, J. L. M. (2013b, May). Validity evidence for the use of a motivation inventory with middle school students. Poster presented at the annual meeting of the Society for the Study of Motivation, Washington, D.C.

Kafai, Y. B. (1996). Learning design by making games: Children’s development of strategies in the creation of a complex computational artifact. In Y. B. Kafai & M. Resnick (Eds.), Constructionism in practice: Designing, thinking and learning in a digital world (pp. 71-96). Mahwah, NJ: Erlbaum.

Khine, M. S. (2011). Let the game begin. In M. S. Khine (Ed.), Learning to play: Exploring the future of education with video games (pp. 1-8). New York, NY: Peter Lang Publishing, Inc.

Lamberg, T., & Middleton, J. A. (2009). Design research perspectives on transitioning from individual microgenetic interviews to a whole-class teaching experiment. Educational Researcher, 38, 233-245.

Marsh, H. W. (1990). A multidimensional, hierarchical self-concept: Theoretical and empirical justification. Educational Psychology Review, 2, 77-172.

McGinley, J., & Jones, B. D. (in press). A brief instructional intervention to increase students’ motivation on the first day of class. Teaching of Psychology.

McGonigal, J. (2010). Jane McGonigal: Gaming can make a better world [Video file].

Murphy, K. P., & Mason, L. (2006). Changing knowledge and beliefs. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (pp. 305-324). Mahwah, NJ: Lawrence Erlbaum.

Nielsen, S. E., Smith, J. H., & Tosca, S. P (2008). Understanding video games: The essential introduction. New York, NY: Routledge.

Osborne, J. W., & Jones, B. D. (2011). Identification with academics and motivation to achieve in school: How the structure of the self influences academic outcomes. Educational Psychology Review, 23(1), 131-158.

Reiber, L. P (2005). Multimedia learning in games, simulations, and microworlds. The Cambridge handbook of multimedia learning, 549-567.

Rideout, V. J., Foehr, U. G., & Roberts, D. F. (2010). Generation M2: media in the lives of 8-18 year-olds. Kaiser Family Foundation. Retrieved from upload/8010.pdf

Schnittka, C. G., Brandt, C. B., Jones, B. D., & Evans, M. A. (2012). Informal engineering education after school: Employing the studio model for motivation and identification in STEM domains. Advances in Engineering Education, 3(2), 1-31.

Squire, K. (2011). Video games and learning: Teaching and participatory culture in the digital age. New York, NY: Teachers College Press.

Steinkuehler, C. & Duncan, S. (2009). Scientific habits of mind in virtual worlds. Journal of Science Education & Technology, 17(6), 530-543.

Tuzun, H. (2007). Blending video games with learning: Issues and challenges with classroom implementations in the Turkish context. British Journal of Educational Technology, 38, 465-477.

Van Staalduinen, J., & deFreitas, S. (2011). A game-based learning framework: Linking game design and learning outcomes. In M. S. Khine (Ed.), Learning to play: Exploring the future of education with video games (pp. 29-54). New York, NY: Peter Lang Publishing, Inc.

Wang, F., & Hannafin, M. J. (2005). Design-based research and technology-enhanced learning environments. Educational Technology Research and Development, 53(4), 5-23.

Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68-81.

Found a mistake? Please highlight the word and press Shift + Enter  
< Prev   CONTENTS   Next >

Related topics