Training 4-1-1 Part 2
June 24th, 2009
In a follow-up blog post to the prior Training 4-1-1 Part 1 which addressed measuring training support I thought it important to post further proven statistics on learning outcomes from learning games. These stats are encouraging evidence that serious games do make a real difference.
The below statistical references are from the Kauffman Foundation in the Kauffman Thoughtbook 2009 excerpt.
Can We Prove It?
What proof do we have that any or all of this is true, that games can produce
superior learning outcomes? Well, the proof is precious little because the field is
so new, but at least it is positive. Witness these games:
• Supercharged! [electrostatics]—a 28 percent increase in learning outcomes
over lecture (K. Squire et al, 2004).
• Geography Explorer [geology]—a 15 to 40 percent increase in learning
outcomes over lecture (P. McClean et al, 2001).
• Virtual Cell [cell biology]—a 30 to 63 percent improvement in learning
outcomes over lecture (ibid).
• Dimenxian [algebra]—an average increase of one test grade (e.g., from B to
A) for most kids, up to three grades for underachieving kids (N. Etuk, 2006).
• River City [ecology, scientific inquiry]—a 370 percent increase in test
scores over lecture for D students; a 14 percent increase in test scores over
lecture for B students (D. Ketelhut, 2007).
• NIU Torcs [numerical methods]—twice as much time spent by gameplaying
kids on their homework, much more highly detailed concept
maps (B. Coller, 2006).
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