Using Virtual Reality with and without Gaming Attributes for Academic Achievement

TLDR

Computer‑assisted instruction games add motivation, reward, interactivity, score, and challenge to learning. The study aimed to test whether prior results extend to non‑simulation‑based game designs. The authors employed a quasi‑experimental design comparing non‑simulation‑based game CAI to a non‑game CAI control. Math skills improved only in the non‑game CAI control, while game‑based and language arts outcomes showed no significant differences, indicating that simulation‑based elements may be necessary for effective learning games. The authors recommend incorporating simulation‑based elements into future learning games.

Abstract

AbstractA subcategory of computer-assisted instruction (CAI), games have additional attributes such as motivation, reward, interactivity, score, and challenge. This study used a quasi-experimental design to determine if previous findings generalize to non simulation-based game designs. Researchers observed significant improvement in the overall population for math skills in the non-game CAI control condition, but not in the game-based experimental condition. The study found no meaningful, significant differences in language arts skills in any of the conditions. This finding has implications for the design of future learning games, suggesting that a simulation-based approach should be integrated into the gaming technology.Keywords: gameseducationsimulationCAImotivation