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A Critical Review of the Effectiveness of Narrative-Driven Digital Educational Games

A Critical Review of the Effectiveness of Narrative-Driven Digital Educational Games

Luke Conrad Jackson, Joanne O'Mara, Julianne Moss, Alun C. Jackson
Copyright: © 2018 |Volume: 8 |Issue: 4 |Pages: 18
ISSN: 2155-6849|EISSN: 2155-6857|EISBN13: 9781522545866|DOI: 10.4018/IJGBL.2018100103
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MLA

Jackson, Luke Conrad, et al. "A Critical Review of the Effectiveness of Narrative-Driven Digital Educational Games." IJGBL vol.8, no.4 2018: pp.32-49. http://doi.org/10.4018/IJGBL.2018100103

APA

Jackson, L. C., O'Mara, J., Moss, J., & Jackson, A. C. (2018). A Critical Review of the Effectiveness of Narrative-Driven Digital Educational Games. International Journal of Game-Based Learning (IJGBL), 8(4), 32-49. http://doi.org/10.4018/IJGBL.2018100103

Chicago

Jackson, Luke Conrad, et al. "A Critical Review of the Effectiveness of Narrative-Driven Digital Educational Games," International Journal of Game-Based Learning (IJGBL) 8, no.4: 32-49. http://doi.org/10.4018/IJGBL.2018100103

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Abstract

Digital games are currently viewed, by many within the field of education, as a way to engage and motivate students, and to assist them in acquiring content knowledge and skills. Despite the growing interest in using digital games, including serious games, this is the first critical review of the literature on the effectiveness of digital narrative-driven educational games. Of 2550 articles initially screened, 130 were synthesised in the final review. The results suggest that such games can be more much more effective than traditional instruction for promoting attitude change, engagement, motivation, and skill acquisition; slightly more effective in promoting enjoyment and knowledge acquisition; and equal in fostering behaviour change. As such, they may be viewed as effective and versatile tools for teaching and learning.

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