Classification of learning outcomes: evidence from the computer games literature

TLDR

Following an earlier issue of *The Curriculum Journal*, the article discusses the relationship between instructional design, effective games, and learning outcomes. This article focuses on learning outcomes in the context of video games. Learning outcomes are examined through Kirkpatrick's levels of evaluation and the CRESST model, applied to empirical journal articles to assess claimed outcomes and highlight the frameworks' usefulness and the importance of affective learning. The analysis demonstrates that the frameworks are useful and that affective learning must be considered. The article is published in *The Curriculum Journal*, vol.

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.