Advertisement

Das Potential von Computerspielen nutzen

  • Luca D. KolibiusEmail author
Chapter

Zusammenfassung

Computerspiele geraten häufig in Verruf. In diesem Kapitel beschäftigen wir uns mit den vielfältigen Bereichen, in denen das Potential von Computerspielen sinnvoll genutzt werden kann. Nur einige Beispiele hierfür sind die Integration von Computerspielen im Schulkontext, bei der Veränderung von Verhalten in der Psychotherapie und der Steigerung von kognitiven Fähigkeiten, insbesondere bei Demenz.

Literatur

  1. Ackerman, P. L., Kanfer, R., & Calderwood, C. (2010). Use it or lose it? Wii brain exercise practice and reading for domain knowledge. Psychology and Aging, 25(4), 753–766.  https://doi.org/10.1037/a0019277.CrossRefPubMedPubMedCentralGoogle Scholar
  2. Adachi, P. J., & Willoughby, T. (2013). More than just fun and games: The longitudinal relationships between strategic video games, self reported problem solving skills, and academic grades. Journal of Youth and Adolescence, 42, 1041–1052.  https://doi.org/10.1007/s10964-013-9913-9.CrossRefPubMedPubMedCentralGoogle Scholar
  3. Akl, E. A., Pretorius, R. W., Sackett, K., Erdley, W. S., Bhoopathi, P. S., Alfarah, Z., & Schünemann, H. J. (2010). The effect of educational games on medical students‘ learning outcomes: A systematic review: BEME Guide No 14. Medical Teacher, 32(1), 16–27.PubMedCrossRefPubMedCentralGoogle Scholar
  4. Aldao, A., Nolen-Hoeksema, S., & Schweizer, S. (2010). Emotion-regulation strategies across psychopathology: A meta-analytic review. Clinical Psychology Review, 30, 217–237.  https://doi.org/10.1016/j.cpr.2009.11.004.CrossRefPubMedPubMedCentralGoogle Scholar
  5. Alexander, J. T., Sear, J., & Oikonomou, A. (2013). An investigation of the effects of game difficulty on player enjoyment. Entertainment Computing, 4(1), 53–62.CrossRefGoogle Scholar
  6. Alzheimer’s Disease International. (2009). Weltalzheimerbericht – Kurzfassung. https://www.alz.co.uk/research/files/WorldAlzheimerReport-Deutsch.pdf.
  7. Anguera, J. A., & Gazzaley, A. (2015). Video games, cognitive exercises, and the enhancement of cognitive abilities. Current Opinion in Behavioral Sciences, 4,160–165.CrossRefGoogle Scholar
  8. Anguera, J. A., Boccanfuso, J., Rintoul, J. L., Al-Hashimi, O., Faraji, F., Janowich, J., Kong, E., Larraburo, Y., Rolle, C., Johnston, E., & Gazzaley, A. (2013). Video game training enhances cognitive control in older adults. Nature, 501(7465), 97.PubMedPubMedCentralCrossRefGoogle Scholar
  9. Annetta, L. A. (2008). Video games in education: Why they should be used and how they are being used. Theory Into Practice, 47(3), 229–239.CrossRefGoogle Scholar
  10. Arnab, S., Brown, K., Clarke, S., Dunwell, I., Lim, T., Suttie, N., Louchart, S., Hendrix, M., & de Freitas, S. (2013). The development approach of a pedagogically-driven serious game to support Relationship and Sex Education (RSE) within a classroom setting. Computers & Education, 69,15–30.CrossRefGoogle Scholar
  11. Bachen, C. M., Hernández-Ramos, P. F., & Raphael, C. (2012). Simulating REAL LIVES: Promoting global empathy and interest in learning through simulation games. Simulation & Gaming, 43(4), 437–460.CrossRefGoogle Scholar
  12. Ball, K., Berch, D. B., Helmers, K. F., Jobe, J. B., Leveck, M. D., Marsiske, M., Morris, J. N., Rebok, G. W., Smith, D. M., Tennstedt, S. L., Unverzagt, F. W., Willis, S. L., & Advanced Cognitive Training for Independent and Vital Elderly Study Group. (2002). Effects of cognitive training interventions with older adults: A randomized controlled trial. JAMA, 288(18), 2271–2281.PubMedPubMedCentralCrossRefGoogle Scholar
  13. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191.PubMedCrossRefPubMedCentralGoogle Scholar
  14. Baniqued, P. L., Lee, H., Voss, M. W., Basak, C., Cosman, J. D., DeSouza, S., Severson, J., Salthouse, T. A., & Kramer, A. F. (2013). Selling points: What cognitive abilities are tapped by casual video games? Acta Psychologica, 142(1), 74–86.PubMedCrossRefPubMedCentralGoogle Scholar
  15. Barlett, C. P., Vowels, C. L., Shanteau, J., Crow, J., & Miller, T. (2009). The effect of violent and non-violent computer games on cognitive performance. Computers in Human Behavior, 25(1), 96–102.CrossRefGoogle Scholar
  16. Barnes, D. E., Yaffe, K., Belfor, N., Jagust, W. J., DeCarli, C., Reed, B. R., & Kramer, J. H. (2009). Computer-based cognitive training for mild cognitive impairment: Results from a pilot randomized, controlled trial. Alzheimer Disease and Associated Disorders, 23(3), 205.PubMedPubMedCentralCrossRefGoogle Scholar
  17. Baron, R. A., & Byrne, D. (1987). Social psychology: Understanding human interaction. MA: Newton.Google Scholar
  18. Basak, C., Boot, W. R., Voss, M. W., & Kramer, A. F. (2008). Can training in a real-time strategy video game attenuate cognitive decline in older adults? Psychology and Aging, 23(4), 765.PubMedPubMedCentralCrossRefGoogle Scholar
  19. Bavelier, D., Green, C. S., Han, D. H., Renshaw, P. F., Merzenich, M. M., & Gentile, D. A. (2011). Brains on video games. Nature Reviews Neuroscience, 12, 763–768.  https://doi.org/10.1038/nrn3135.CrossRefPubMedPubMedCentralGoogle Scholar
  20. Bavelier, D., Achtman, R. L., Mani, M., & Focker, J. (2012). Neural bases of selective attention in action video game players. Vision Research, 61, 132–143.  https://doi.org/10.1016/j.visres.2011.08.007.CrossRefPubMedPubMedCentralGoogle Scholar
  21. Beale, I. L., Kato, P. M., Marin-Bowling, V. M., Guthrie, N., & Cole, S. W. (2007). Improvement in cancer-related knowledge following use of a psychoeducational video game for adolescents and young adults with cancer. Journal of Adolescent Health, 41(3), 263–270.PubMedCrossRefPubMedCentralGoogle Scholar
  22. Berg, W. P., Alessio, H. M., Mills, E. M., & Tong, C. (1997). Circumstances and consequences of falls in independent community-dwelling older adults. Age and Ageing, 26(4), 261–268.PubMedCrossRefPubMedCentralGoogle Scholar
  23. Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78, 246–263.  https://doi.org/10.1111/j.1467-8624.2007.00995.x.CrossRefPubMedPubMedCentralGoogle Scholar
  24. Boot, W. R., Kramer, A. F., Simons, D. J., Fabiani, M., & Gratton, G. (2008). The effects of video game playing on attention, memory, and executive control. Acta Psychologica, 129(3), 387–398.  https://doi.org/10.1016/j.actpsy.2008.09.005.CrossRefPubMedPubMedCentralGoogle Scholar
  25. Boot, W. R., Basak, C., Erickson, K. I., Neider, M., Simons, D. J., Fabiani, M., et al. (2010). Transfer of skill engendered by complex task training under conditions of variable priority. Acta Psychologica, 135(3), 349–357.PubMedCrossRefPubMedCentralGoogle Scholar
  26. Bourgonjon, J., Valcke, M., Soetaert, R., & Schellens, T. (2010). Students‘ perceptions about the use of video games in the classroom. Computers & Education, 54(4), 1145–1156.CrossRefGoogle Scholar
  27. Bourgonjon, J., De Grove, F., De Smet, C., Van Looy, J., Soetaert, R., & Valcke, M. (2013). Acceptance of game-based learning by secondary school teachers. Computers & Education, 67, 21–35.CrossRefGoogle Scholar
  28. Boyle, E., Connolly, T. M., & Hainey, T. (2011). The role of psychology in understanding the impact of computer games. Entertainment Computing, 2(2), 69–74.CrossRefGoogle Scholar
  29. Boyle, E. A., Hainey, T., Connolly, T. M., Gray, G., Earp, J., Ott, M., Lim, T., Ninaus, M., Pereira, J., & Riberio, C. (2016). An update to the systematic literature review of empirical evidence of the impacts and outcomes of computer games and serious games. Computers & Education, 94, 178–192.CrossRefGoogle Scholar
  30. Bozoki, A., Radovanovic, M., Winn, B., Heeter, C., & Anthony, J. C. (2013). Effects of a computer-based cognitive exercise program on age-related cognitivedecline. Archives of Gerontology and Geriatrics, 57(1), 1–7.PubMedCrossRefPubMedCentralGoogle Scholar
  31. Cain, M. S., Landau, A. N., & Shimamura, A. P. (2012). Action video game experience reduces the cost of switching tasks. Attention, Perception, & Psychophysics, 74(4), 641–647.CrossRefGoogle Scholar
  32. Cain, M. S., Prinzmetal, W., Shimamura, A. P., & Landau, A. N. (2014). Improved control of exogenous attention in action video game players. Frontiers in Psychology, 5, 69.PubMedPubMedCentralCrossRefGoogle Scholar
  33. Cameron, B., & Dwyer, F. (2005). The effect of online gaming, cognition and feedback type in facilitating delayed achievement of different learning objectives. Journal of Interactive Learning Research, 16(3), 243.Google Scholar
  34. Carvelho, T., Allison, R. S., & Irving, E. L. (2008). Computer gaming for vision therapy. Virtual Rehabilitation, 198–204.Google Scholar
  35. Castel, A. D., Pratt, J., & Drummond, E. (2005). The effects of action video game experience on the time course of inhibition of return and the efficiency of visual search. Acta Psychologica, 119(2), 217–230.PubMedCrossRefPubMedCentralGoogle Scholar
  36. Chan, S. M., & Wu, W. T. (2007). New problem solving ability test. Taipei: Psychological Publishing Press.Google Scholar
  37. Charsky, D., & Ressler, W. (2011). “Games are made for fun”: Lessons on the effects of concept maps in the classroom use of computer games. Computers & Education, 56(3), 604–615.CrossRefGoogle Scholar
  38. Chiappe, D., Conger, M., Liao, J., Caldwell, J. L., & Vu, K. P. L. (2013). Improving multi-tasking ability through action videogames. Applied Ergonomics, 44(2), 278–284.PubMedCrossRefPubMedCentralGoogle Scholar
  39. Cooper, S., Khatib, F., Treuille, A., Barbero, J., Lee, J., Beenen, M., Leaver-Fay, A., Baker, D., Popović, Z., & Players, F. (2010). Predicting protein structures with a multiplayer online game. Nature, 466, 756–760.  https://doi.org/10.1038/nature09304.CrossRefPubMedPubMedCentralGoogle Scholar
  40. Corbalan, G., Kester, L., & van Merriënboer, J. J. (2009). Dynamic task selection: Effects of feedback and learner control on efficiency and motivation. Learning and Instruction, 19(6), 455–465.CrossRefGoogle Scholar
  41. Coyne, S. M., Padilla-Walker, L. M., Stockdale, L., & Day, R. D. (2011). Game on… girls: Associations between co-playing video games and adolescent behavioral and family outcomes. Journal of Adolescent Health, 49(2), 160–165.PubMedCrossRefPubMedCentralGoogle Scholar
  42. Crenshaw, D. A. (2008). Therapeutic engagement of children and adolescents: Play, symbol, drawing, and storytelling strategies. Lanham: Rowman & Littlefield.Google Scholar
  43. Creutzfeldt, J., Hedman, L., & Li Fellnder-Tsai, L. (2012). Effects of pre-training using serious game technology on CPR performance an exploratory quasiexperimental transfer study. Scandinavian Journal of Trauma, Resuscitation and Emergency Medicine, 20(1), 1–9.CrossRefGoogle Scholar
  44. Csikszentmihalyi, M., Rathunde, K., & Whalen, S. (1993). Talented teenagers. Cambridge: Cambridge University Press.Google Scholar
  45. Dancey, C. P., & Reidy, J. (2002). Statistics without maths for psychology (2. Aufl.). Harlow: Prentice Hall.Google Scholar
  46. Deci, E. L. (1971). Effects of externally mediated rewards on intrinsic motivation. Journal of Personality and Social Psychology, 18(1), 105.CrossRefGoogle Scholar
  47. Deci, E. L., & Ryan, R. M. (1987). The support of autonomy and the control of behavior. Journal of Personality and Social Psychology, 53(6), 1024.PubMedCrossRefPubMedCentralGoogle Scholar
  48. Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3–4), 325–346.CrossRefGoogle Scholar
  49. deHaan, J., Reed, W. M., & Kuwada, K. (2010). The effect of interactivity with a music video game on second language vocabulary recall. Language Learning & Technology, 14(2), 74–94.Google Scholar
  50. Delasobera, B. E., Goodwin, T. L., Strehlow, M., Gilbert, G., D’Souza, P., Alok, A., Raje, P., & Mahadevan, S. V. (2010). Evaluating the efficacy of simulators and multimedia for refreshing ACLS skills in India. Resuscitation, 81(2), 217–223.PubMedCrossRefPubMedCentralGoogle Scholar
  51. DeLeeuw, K. E., & Mayer, R. E. (2008). A comparison of three measures of cognitive load: Evidence for separable measures of intrinsic, extraneous, and germane load. Journal of Educational Psychology, 100(1), 223.CrossRefGoogle Scholar
  52. Deveau, J., Lovcik, G., & Seitz, A. R. (2014). Broad-based visual benefits from training with an integrated perceptual-learning video game. Vision Research, 99, 134–140.PubMedPubMedCentralCrossRefGoogle Scholar
  53. Dondlinger, M. J. (2007). Educational video game design: A review of the literature. Journal of Applied Educational Technology, 4(1), 21–31.Google Scholar
  54. Dux, P. E., Tombu, M. N., Harrison, S., Rogers, B. P., Tong, F., & Marois, R. (2009). Training improves multitasking performance by increasing the speed of information processing in human prefrontal cortex. Neuron, 63(1), 127–138.PubMedPubMedCentralCrossRefGoogle Scholar
  55. Dweck, C. S., & Molden, D. C. (2005). Self-theories: Their impact on competence motivation and acquisition. In A. J. Elliot & C. S. Dweck (Hrsg.), Handbook of competence and motivation (S. 122–140). NewYork: Guilford Press.Google Scholar
  56. Dye, M. W., & Bavelier, D. (2010). Differential development of visual attention skills in school-age children. Vision Research, 50(4), 452–459.PubMedCrossRefPubMedCentralGoogle Scholar
  57. Eastin, M. S. (2007). The influence of competitive and cooperative playon state hostility. Human Communication Research, 33, 450–466.  https://doi.org/10.1111/j.1468-2958.2007.00307.x.CrossRefGoogle Scholar
  58. Entertainment Software Association. (2012). Essential facts about the computer and video game industry. www.theesa.com/facts/pdfs/ESA_EF_2012.pdf (consider: Entertainment Software Association, 2017).
  59. Erickson, K. I., Colcombe, S. J., Wadhwa, R., Bherer, L., Peterson, M. S., Scalf, P. E., Kim, J. S., Alvarado, M., & Kramer, A. F. (2007). Training-induced plasticity in older adults: Effects of training on hemispheric asymmetry. Neurobiology of Aging, 28(2), 272–283.PubMedCrossRefPubMedCentralGoogle Scholar
  60. Ericsson, K. A. (2007). Deliberate practice and the modifiability of body and mind: Toward a science of the structure and acquisition of expert and elite performance. International Journal of Sport Psychology, 38,4–34.Google Scholar
  61. Ewoldsen, D. R., Eno, C. A., Okdie, B. M., Velez, J. A., Guadagno, R. E., & DeCoster, J. (2012). Effect of playing violent video games cooperatively or competitively on subsequent cooperative behavior. Cyberpsychology, Behavior, and Social Networking, 15, 277–280.  https://doi.org/10.1089/cyber.2011.0308.CrossRefGoogle Scholar
  62. Felicia, P., & Pitt, I. J. (2007). Evaluating the effect of personalities on the design of educational games. In Proceedings of the ECGBL Conference, Paisley, Scotland.Google Scholar
  63. Feng, J., Spence, I., & Pratt, J. (2007). Playing an action video game reduces gender differences in spatial cognition. Psychological Science, 18(10), 850–855.PubMedCrossRefPubMedCentralGoogle Scholar
  64. Ferguson, C. J., & Garza, A. (2011). Call of (civic) duty: Action games and civic behavior in a large sample of youth. Computers in Human Behavior, 27, 770–775.CrossRefGoogle Scholar
  65. Ferguson, C. J., & Olson, C. K. (2013). Friends, fun, frustration andfantasy: Child motivations for video game play. Motivation and Emotion, 37, 154–164.  https://doi.org/10.1007/s11031-012-9284-7.CrossRefGoogle Scholar
  66. Fernández-Calvo, B., Rodriguez-Pérez, R., Contador, I., Rubio-Santorum, A., & Ramos, F. (2011). Efficacy of cognitive training programs based on new software technologies in patients with Alzheimer-type dementia. Psicothema, 23(1), 44–50.PubMedPubMedCentralGoogle Scholar
  67. Fine, S., Forth, A., Gilbert, M., & Haley, G. (1991). Group therapy for adolescent depressive disorder: A comparison of social skills and therapeutic support. Journal of the American Academy of Child and Adolescent Psychiatry, 30, 79–85.  https://doi.org/10.1097/00004583-199101000-00012.CrossRefPubMedPubMedCentralGoogle Scholar
  68. Finn, M., & McDonald, S. (2011). Computerised cognitive training for older persons with mild cognitive impairment: A pilot study using a randomised controlled trial design. Brain Impairment, 12(3), 187–199.CrossRefGoogle Scholar
  69. Flannery, B. A., Poole, S. A., Gallop, R. J., & Volpicelli, J. R. (2003). Alcohol craving predicts drinking during treatment: An analysis of three assessment instruments. Journal of Studies on Alcohol, 64(1), 120–126.PubMedCrossRefPubMedCentralGoogle Scholar
  70. Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56, 218–226.  https://doi.org/10.1037/0003-066x.56.3.218.CrossRefPubMedPubMedCentralGoogle Scholar
  71. Gazzaley, A., & D’Esposito, M. (2007). Top-down modulation and normal aging. Annals of the New York Academy of Sciences, 1097(1), 67–83.PubMedCrossRefPubMedCentralGoogle Scholar
  72. Gentile, D. A., & Gentile, J. R. (2008). Violent video games as exemplary teachers: A conceptual analysis. Journal of Youth and Adolescence, 37(2), 127–141.CrossRefGoogle Scholar
  73. Gentile, D. A., Anderson, C. A., Yukawa, S., Ihori, N., Saleem, M., Ming, L. K., Shibuya, A., Liau, A. K., Khoo, A., Bushman, B. J., Rowell Huesmann, L., & Sakamoto, A. (2009). The effects of prosocial video games on prosocial behaviors: International evidence from correlational, longitudinal, and experimental studies. Personality and Social Psychology Bulletin, 35, 752–763.  https://doi.org/10.1177/0146167209333045.CrossRefPubMedPubMedCentralGoogle Scholar
  74. Glaser, A. Y., Hall, C. B., & Fried, M. P. (2005). The effects of previously acquired skills on sinus surgery simulator performance. Otolaryngology – Head and Neck Surgery, 133(4), 525–530.PubMedCrossRefPubMedCentralGoogle Scholar
  75. González-González, C., Toledo-Delgado, P., Collazos-Ordoñez, C., & González-Sánchez, J. L. (2014). Design and analysis of collaborative interactions in social educational videogames. Computers in Human Behavior, 31,602–611.CrossRefGoogle Scholar
  76. Gottman, J. M. (1986). The world of coordinated play: Same- and cross sex friendship in young children. Cambridge: Cambridge University Press.Google Scholar
  77. Granic, I., Lovel, A., & Engels, R. C. M. E. (2014). The benefits of playing video games. American Psychologist, 69(1), 66–78.  https://doi.org/10.1037/a0034857.CrossRefPubMedPubMedCentralGoogle Scholar
  78. Green, C. S., & Bavelier, D. (2006). Enumeration versus multiple object tracking: The case of action video game players. Cognition, 101(1), 217–245.PubMedCrossRefPubMedCentralGoogle Scholar
  79. Green, C. S., & Bavelier, D. (2012). Learning, attentional control, andaction video games. Current Biology, 22, 197–206.  https://doi.org/10.1016/j.cub.2012.02.012.CrossRefGoogle Scholar
  80. Green, J. (2006). Annotation: The therapeutic alliance – A significant but neglected variable in child mental health treatment studies. Journal of Child Psychology and Psychiatry, 47, 425–435.  https://doi.org/10.1111/j.1469-7610.2005.01516.x.CrossRefPubMedPubMedCentralGoogle Scholar
  81. Greene, D., & Lepper, M. R. (1974). Effects of extrinsic rewards on children’s subsequent intrinsic interest. Child Development, 5(4), 1141–1145.CrossRefGoogle Scholar
  82. Greitemeyer, T. (2013). Exposure to media with prosocial content reduces the propensity for reckless and risky driving. Journal of Risk Research, 16(5), 583–594.CrossRefGoogle Scholar
  83. Greitemeyer, T., & Osswald, S. (2010). Effects of prosocial video games on prosocial behavior. Journal of Personality and Social Psychology, 98(2), 211.PubMedCrossRefPubMedCentralGoogle Scholar
  84. Greitemeyer, T., Agthe, M., Turner, R., & Gschwendtner, C. (2012). Acting prosocially reduces retaliation: Effects of prosocial video games on aggressive behavior. European Journal of Social Psychology, 42(2), 235–242.CrossRefGoogle Scholar
  85. Gross, J. J., & John, O. P. (2003). Individual differences in two emotionregulation processes: Implications for affect, relationships, and wellbeing. Journal of Personality and Social Psychology, 85, 348–362.  https://doi.org/10.1037/0022-3514.85.2.348.CrossRefPubMedPubMedCentralGoogle Scholar
  86. Haferkamp, N., Kraemer, N. C., Linehan, C., & Schembri, M. (2011). Training disaster communication by means of serious games in virtual environments. Entertainment Computing, 2(2), 81–88.CrossRefGoogle Scholar
  87. Hogle, N. J., Widmann, W. D., Ude, A. O., Hardy, M. A., & Fowler, D. L. (2008). Does training novices to criteria and does rapid acquisition of skills on laparoscopic simulators have predictive validity or are we just playing video games? Journal of Surgical Education, 65(6), 431–435.PubMedCrossRefPubMedCentralGoogle Scholar
  88. Hsu, C. L., & Lu, H. P. (2004). Why do people play on-line games? An extended TAM with social influences and flow experience. Information & Management, 41(7), 853–868.CrossRefGoogle Scholar
  89. Huang, W. H., Huang, W. Y., & Tschopp, J. (2010). Sustaining iterative game playing processes in DGBL: The relationship between motivational processing and outcome processing. Computers & Education, 55(2), 789–797.CrossRefGoogle Scholar
  90. Hubert-Wallander, B., Green, C. S., & Bavelier, D. (2011). Stretching the limits of visual attention: The case of action video games. Wiley Interdisciplinary Reviews: Cognitive Science, 2(2), 222–230.  https://doi.org/10.1002/wcs.116.CrossRefPubMedPubMedCentralGoogle Scholar
  91. Huizenga, J., Admiraal, W., Akkerman, S., & Ten Dam, G. (2007). Learning history by playing a mobile city game. Young researchers furthering development of TEL research in Central and Eastern Europe, 1–11.Google Scholar
  92. Huizenga, J., Admiraal, W., Akkerman, S., & Ten Dam, G. (2011). Cognitive and affective effects of learning history by playing a mobile game. Paper presented at 2nd European Conference on Games Based Learning, The Univesitat Oberta de Catalunya, Spain (S. 207–212). Reading, UK: Academic Publishing Limited.Google Scholar
  93. Hurkmans, H. L., Ribbers, G. M., Streur-Kranenburg, M. F., Stam, H. J., & Van Den Berg-Emons, R. J. (2011). Energy expenditure in chronic stroke patients playing Wii Sports: A pilot study. Journal of Neuroengineering and Rehabilitation, 8(1), 38.PubMedPubMedCentralCrossRefGoogle Scholar
  94. Ivory, J. D., & Kalyanaraman, S. (2007). The effects of technological advancement and violent content in video games on players’ feelings of presence, involvement, physiological arousal, and aggression. Journal of Communication, 57(3), 532–555.CrossRefGoogle Scholar
  95. Jackson, L. A., Witt, E. A., Games, A. I., Fitzgerald, H. E., von Eye, A., & Zhao, Y. (2012). Information technology use and creativity: Findings from the Children and Technology Project. Computers in Human Behavior, 28(2), 370–376.CrossRefGoogle Scholar
  96. Jouriles, E. N., McDonald, R., Kullowatz, A., Rosenfield, D., Gomez, G. S., & Cuevas, A. (2009). Can virtual reality increase the realism of role plays used to teach college women sexual coercion and rape-resistance skills? Behavior Therapy, 40(4), 337–345.PubMedCrossRefPubMedCentralGoogle Scholar
  97. Karakus, T., Inal, Y., & Cagiltay, K. (2008). A descriptive study of Turkish high school students’ game-playing characteristics and their considerations concerning the effects of games. Computers in Human Behavior, 24(6), 2520–2529.CrossRefGoogle Scholar
  98. Karle, J. W., Watter, S., & Shedden, J. M. (2010). Task switching in video game players: Benefits of selective attention but not resistance to proactive interference. Acta Psychologica, 134(1), 70–78.PubMedCrossRefPubMedCentralGoogle Scholar
  99. Kato, P. M., Cole, S. W., Bradlyn, A. S., & Pollock, B. H. (2008). A videogame improves behavioral outcomes in adolescents and young adultswith cancer: A randomized trial. Pediatrics, 122, e305–e317.  https://doi.org/10.1542/peds.2007-3134.CrossRefPubMedPubMedCentralGoogle Scholar
  100. Keller, J. M. (1987). Strategies for stimulating the motivation to learn. Performance Improvement, 26(8), 1–7.Google Scholar
  101. Keller, J. M. (2008). First principles of motivation to learn and e3-learning. Distance Education, 29(2), 175–185.CrossRefGoogle Scholar
  102. Keller, J., Ringelhan, S., & Blomann, F. (2011). Does skills–demands compatibility result in intrinsic motivation? Experimental test of a basic notion proposed in the theory of flow-experiences. The Journal of Positive Psychology, 6(5), 408–417.CrossRefGoogle Scholar
  103. Kiili, K., Ketamo, H., & Lainema, T. (2011). Reflective thinking in games: Triggers and constraints. Leading issues in games-based learning research (S. 178–192). Pewsey: Ridgeway Press.Google Scholar
  104. Kim, Y., & Ross, S. D. (2006). An exploration of motives in sport video gaming. International Journal of Sports Marketing and Sponsorship, 8(1), 28–40.CrossRefGoogle Scholar
  105. King, D. L., Delfabbro, P. H., & Griffiths, M. D. (2011). The role of structural characteristics in problematic video game play: An empirical study. International Journal of Mental Health and Addiction, 9(3), 320–333.CrossRefGoogle Scholar
  106. Knight, J. F., Carley, S., Tregunna, B., Jarvis, S., Smithies, R., de Freitas, S., Dunwell, I., & Mackway-Jones, K. (2010). Serious gaming technology in major incident triage training: A pragmatic controlled trial. Resuscitation, 81(9), 1175–1179.PubMedCrossRefPubMedCentralGoogle Scholar
  107. Kong, J. S. L., Kwok, R. C. W., & Fang, Y. (2012). The effects of peer intrinsic and extrinsic motivation on MMOG game-based collaborative learning. Information & Management, 49(1), 1–9.CrossRefGoogle Scholar
  108. Kowert, R., & Oldmeadow, J. A. (2013). (A) Social reputation: Exploring the relationship between online video game involvement and social competence. Computers in Human Behavior, 29(4), 1872–1878.CrossRefGoogle Scholar
  109. Lavender, T. J. (2008). Homeless: It’s no game-measuring the effectiveness of a persuasive videogame. Doctoral dissertation, School of Interactive Arts & Technology-Simon Fraser University.Google Scholar
  110. Lenhart, A., Kahne, J., Middaugh, E., Macgill, A. R., Evans, C., & Vitak, J. (2008). Teens, video games, and civics: Teens’ gaming experiences are diverse and include significant social interaction and civic engagement. Pew Internet & American Life Project. Retrieved from the Pew Internet & American Life Project website. http://www.pewinternet.org/Reports/2008/Teens-Video-Games-and-Civics.aspx.
  111. Lepper, M. R., Greene, D., & Nisbett, R. E. (1973). Undermining children’s intrinsic interest with extrinsic reward: A test of the “overjustification” hypothesis. Journal of Personality and Social Psychology, 28(1), 129.CrossRefGoogle Scholar
  112. Lewin, I. (1982). Driver training: A perceptual-motor skill approach. Ergonomics, 25(10), 917–924.PubMedCrossRefPubMedCentralGoogle Scholar
  113. Lussier, M., Gagnon, C., & Bherer, L. (2012). An investigation of response and stimulus modality transfer effects after dual-task training in younger and older. Frontiers in Human Neuroscience, 6, 129.PubMedPubMedCentralCrossRefGoogle Scholar
  114. Maillot, P., Perrot, A., & Hartley, A. (2012). Effects of interactive physical-activity video-game training on physical and cognitive function in older adults. Psychology and Aging, 27(3), 589.PubMedCrossRefPubMedCentralGoogle Scholar
  115. Marston, H. R., & Smith, S. T. (2012). Interactive videogame technologies to support independence in the elderly: A narrative review. Games for Health Journal, 1(2), 139–152.PubMedCrossRefPubMedCentralGoogle Scholar
  116. Martin, M., Clare, L., Altgassen, A. M., Cameron, M. H., & Zehnder, F. (2011). Cognition-based interventions for healthy older people and people with mild cognitive impairment. The Cochrane Database of Systematic Reviews, 19, 1–50.  https://doi.org/10.1002/14651858.cd006220.pub2.CrossRefGoogle Scholar
  117. McCallum, S. (2012). Gamification and serious games for personalized health. Studies in Health Technology and Informatics, 177(2012), 85–96.PubMedPubMedCentralGoogle Scholar
  118. McCallum, S. (2013). Dementia games: A literature review of dementia-related serious games. In M. Ma, M. F. Oliveira, S. Petersen, & J. B. Hauge (Hrsg.), Serious games development and applications. SGDA 2013. Bd. 8101. Lecture Notes in Computer Science, (S. 15–17). Heidelberg: Springer.Google Scholar
  119. McGonigal, J. (2011). Reality is broken: Why games make us better and how they can change the world. New York: Penguin Press.Google Scholar
  120. McKenzie, K. (2013). A comparison of the effectiveness of a game informed online learning activity and face to face teaching in increasing knowledge about managing aggression in health settings. Advances in Health Sciences Education, 18(5), 917–927.PubMedCrossRefPubMedCentralGoogle Scholar
  121. McNally, B., Robb, R., Mehta, M., Vellano, K., Valderrama, A. L., Yoon, P. W., Sasson, C., Crouch, A., Perez, A. B., Merritt, R., & Kellermann, A. (2011). Out-of-hospital cardiac arrest surveillance – Cardiac arrest registry to enhance survival (CARES), United States, October 1, 2005–December 31, 2010. Morbidity and Mortality Weekly Report: Surveillance Summaries, 60(8), 1–19.Google Scholar
  122. Medal of Honor: Pacific Assault [Computer software]. (2004). Los Angeles, CA: Electronic Arts Inc.Google Scholar
  123. Merry, S. N., Stasiak, K., Shepherd, M., Frampton, C., Fleming, T., & Lucassen, M. F. (2012). The effectiveness of SPARX, a computerised self help intervention for adolescents seeking help for depression: Randomised controlled non-inferiority trial. British Medical Journal, 344, e2598.  https://doi.org/10.1136/bmj.e2598.CrossRefPubMedPubMedCentralGoogle Scholar
  124. Millán-Calenti, J. C., Lorenzo, T., Núñez-Naveira, L., Buján, A., Rodríguez-Villamil, J. L., & Maseda, A. (2015). Efficacy of a computerized cognitive training application on cognition and depressive symptomatology in a group of healthy older adults: A randomized controlled trial. Archives of Gerontology and Geriatrics, 61(3), 337–343.PubMedCrossRefPubMedCentralGoogle Scholar
  125. Miller, M., & Hegelheimer, V. (2006). The SIMs meet ESL Incorporating authentic computer simulation games into the language classroom. Interactive technology and Smart Education, 3(4), 311–328.CrossRefGoogle Scholar
  126. Mishra, J., de Villers-Sidani, E., Merzenich, M., & Gazzaley, A. (2014). Adaptive training diminishes distractibility in aging across species. Neuron, 84(5), 1091–1103.PubMedPubMedCentralCrossRefGoogle Scholar
  127. Mishra, J., Anguera, J. A., & Gazzaley, A. (2016). Video games for neuro-cognitive optimization. Neuron, 90(2), 214–218.PubMedCrossRefPubMedCentralGoogle Scholar
  128. Nakamura, J., & Csikszentmihalyi, M. (2002). The concept of flow. In C. R. Synder & S. J. Lopez (Hrsg.), Handbook of positive psychology (S. 89–105). New York: Oxford University Press.Google Scholar
  129. Nishikawa, K. A., & Jaeger, J. (2011). A computer simulation comparing the incentive structures of dictatorships and democracies. Journal of Political Science Education, 7(2), 135–142.CrossRefGoogle Scholar
  130. Norwegian Ministry of Health and Care Services. (2016). Dementia plan 2020. A more dementia-friendly society. https://www.regjeringen.no/contentassets/3bbec72c19a04af88fa78ffb02a203da/dementia_-plan_2020_long.pdf.
  131. NPD Group. (2011). The video game industry is adding 2–17-year-old gamers at a rate higher than that age group’s population growth. https://www.npd.com/wps/portal/npd/us/news/pressreleases/pr_111011.
  132. Nte, S., & Stephens, R. (2008). Videogame aesthetics and e-learning: A retro-looking computer game to explain the normal distribution in statistics teaching. Paper presented at 2nd European Conference on Games-Bases Learning, The Univesitat Oberta de Catalunya, Spain (S. 341–348). Reading: Academic Publishing Limited.Google Scholar
  133. Oblinger, D. (2004). The next generation of educational engagement. Journal of Interactive Media in Education, 2004(1).CrossRefGoogle Scholar
  134. Onton, J., Delorme, A., & Makeig, S. (2005). Frontal midline EEG dynamics during working memory. Neuroimage, 27(2), 341–356.PubMedCrossRefPubMedCentralGoogle Scholar
  135. Orvis, K. A., Horn, D. B., & Belanich, J. (2008). The roles of task difficulty and prior videogame experience on performance and motivation in instructional videogames. Computers in Human Behavior, 24(5), 2415–2433.CrossRefGoogle Scholar
  136. Palmgreen, P. (1984). Uses and gratifications: A theoretical perspective. Annals of the International Communication Association, 8(1), 20–55.CrossRefGoogle Scholar
  137. Papastergiou, M. (2009). Digital game-based learning in high school computer science education: Impact on educational effectiveness and student motivation. Computers & Education, 52(1), 1–12.CrossRefGoogle Scholar
  138. Peng, W. (2009). Design and evaluation of a computer game to promote a healthy diet for young adults. Health Communication, 24(2), 115–127.PubMedCrossRefPubMedCentralGoogle Scholar
  139. Peng, W., & Hsieh, G. (2012). The influence of competition, cooperation, and player relationship in a motor performance centered computer game. Computers in Human Behavior, 28(6), 2100–2106.CrossRefGoogle Scholar
  140. Pichierri, G., Murer, K., & de Bruin, E. D. (2012). A cognitive-motor intervention using a dance video game to enhance foot placement accuracy and gait under dual task conditions in older adults: A randomized controlled trial. BMC Geriatrics, 12(1), 74.PubMedPubMedCentralCrossRefGoogle Scholar
  141. Poplin, A. (2012). Playful public participation in urban planning: A case study for online serious games. Computers, Environment and Urban Systems, 36(3), 195–206.CrossRefGoogle Scholar
  142. Prensky, M. (2003). Digital game-based learning. Computers in Entertainment (CIE), 1(1), 21.Google Scholar
  143. Prensky, M. (2012). From digital natives to digital wisdom: Hopeful essays for 21st century learning. Thousand Oaks: Corwin Press.CrossRefGoogle Scholar
  144. Romano Bergstrom, J. C., Howard, J. H., & Howard, D. V. (2012). Enhanced implicit sequence learning in college-age video game players and musicians. Applied Cognitive Psychology, 26(1), 91–96.CrossRefGoogle Scholar
  145. Rondon, S., Sassi, F. C., & de Andrade, C. R. F. (2013). Computer game-based and traditional learning method: A comparison regarding students’ knowledge retention. BMC Medical Education, 13(1), 30.PubMedPubMedCentralCrossRefGoogle Scholar
  146. Rosenberg, D., Depp, C. A., Vahia, I. V., Reichstadt, J., Palmer, B. W., Kerr, J., Norman, G., & Jeste, D. V. (2010). Exergames for subsyndromal depression in older adults: A pilot study of a novel intervention. The American Journal of Geriatric Psychiatry, 18(3), 221–226.PubMedPubMedCentralCrossRefGoogle Scholar
  147. Ruggiero, T. E. (2000). Uses and gratifications in the 21st century. Mass Communication & Society, 3,3–37.  https://doi.org/10.1207/s15327825mcs0301_02.CrossRefGoogle Scholar
  148. Russell, W. D., & Newton, M. (2008). Short-term psychological effects of interactive video game technology exercise on mood and attention. Journal of Educational Technology & Society, 11(2).Google Scholar
  149. Russoniello, C. V., O’Brien, K., & Parks, J. M. (2009). EEG, HRV andpsychological correlates while playing Bejeweled II: A randomized controlled study. In B. K. Wiederhold & G. Riva (Hrsg.), Annual review of cybertherapy and telemedicine 2009: Advance technologies in the behavioral, social and neurosciences (Bd. 7, S. 189–192). Amsterdam: Interactive Media Institute and IOS Press.  https://doi.org/10.3233/978-1-60750-017-9-189.
  150. Ryan, R. M., Rigby, C. S., & Przybylski, A. (2006). The motivational pull of video games: A self-determination theory approach. Motivation and Emotion, 30, 347–363.  https://doi.org/10.1007/s11031-006-9051-8.CrossRefGoogle Scholar
  151. Salminen, M., & Ravaja, N. (2008). Increased oscillatory theta activation evoked by violent digital game events. Neuroscience Letters, 435, 69–72.  https://doi.org/10.1016/j.neulet.2008.02.009.CrossRefPubMedPubMedCentralGoogle Scholar
  152. Sánchez, J., & Oliveres, R. (2011). Problem solving and collaboration using mobile serious games. Computers & Education, 57(3), 1943–1952.CrossRefGoogle Scholar
  153. Sauseng, P., Hoppe, J., Klimesch, W., Gerloff, C., & Hummel, F. C. (2007). Dissociation of sustained attention from central executive functions: Local activity and interregional connectivity in the theta range. European Journal of Neuroscience, 25(2), 587–593.PubMedCrossRefPubMedCentralGoogle Scholar
  154. Schmierbach, M. (2010). “Killing spree”: Exploring the connection between competitive game play and aggressive cognition. Communication Research, 37(2), 256–274.  https://doi.org/10.1177/0093650209356394.CrossRefGoogle Scholar
  155. Schwabe, G., Goth, C., & Frohberg, D. (2005). Does team size matter in mobile learning? In International Conference on Mobile Business, 2005 (ICMB 2005) (S. 227–234). IEEE.Google Scholar
  156. Sherry, J. L. (2004). Flow and media enjoyment. Communication Theory, 14, 328–347.  https://doi.org/10.1111/j.1468-2885.2004.tb00318.x.CrossRefGoogle Scholar
  157. Sherry, J. L., Lucas, K., Greenberg, B. S., & Lachlan, K. (2006). Video game uses and gratifications as predictors of use and game preference. Playing Video Games: Motives, Responses, and Consequences, 24(1), 213–224.Google Scholar
  158. Smets, N. J. J. M., Abbing, M. S., Neerincx, M. A., Lindenberg, J., & Van Oostendorp, H. (2010). Game-based versus storyboard-based evaluations of crew support prototypes for long duration missions. Acta Astronautica, 66(5–6), 810–820.CrossRefGoogle Scholar
  159. Staiano, A. E., Abraham, A. A., & Calvert, S. L. (2012). Competitive versus cooperative exergame play for African American adolescents’ executive function skills: Short-term effects in a long-term training intervention. Developmental Psychology, 48(2), 337.PubMedPubMedCentralCrossRefGoogle Scholar
  160. Steinkuehler, C., & Duncan, S. (2008). Scientific habits of mind in virtualworlds. Journal of Science Education and Technology, 17, 530–543.  https://doi.org/10.1007/s10956-008-9120-8.CrossRefGoogle Scholar
  161. Suh, S., Kim, S. W., & Kim, N. J. (2010). Effectiveness of MMORPG-based instruction in elementary English education in Korea. Journal of Computer Assisted Learning, 26(5), 370–378.CrossRefGoogle Scholar
  162. Sward, K. A., Richardson, S., Kendrick, J., & Maloney, C. (2008). Use of a web-based game to teach pediatric content to medical students. Ambulatory Pediatrics, 8(6), 354–359.PubMedCrossRefPubMedCentralGoogle Scholar
  163. Taekman, J. M., & Shelley, K. (2010). Virtual environments in healthcare: Immersion, disruption, and flow. International Anesthesiology Clinics, 48(3), 101–121.PubMedCrossRefGoogle Scholar
  164. Takatalo, J., Häkkinen, J., Kaistinen, J., & Nyman, G. (2010). Presence, involvement, and flow in digital games. In R. Bernhaupt (Hrsg.), Evaluating user experience in games (S. 23–46). London: Springer.CrossRefGoogle Scholar
  165. Tamborini, R., Bowman, N. D., Eden, A., Grizzard, M., & Organ, A. (2010). Defining media enjoyment as the satisfaction of intrinsic needs. Journal of Communication, 60, 758–777.  https://doi.org/10.1111/j.1460-2466.2010.01513.x.CrossRefGoogle Scholar
  166. Tear, M. J., & Nielsen, M. (2013). Failure to demonstrate that playing violent video games diminishes prosocial behavior. PLoS ONE, 8, e68382.  https://doi.org/10.1371/journal.pone.0068382.CrossRefPubMedPubMedCentralGoogle Scholar
  167. Terlecki, M. S., & Newcombe, N. S. (2005). How important is the digital divide? The relation of computer and videogame usage to gender differences in mental rotation ability. Sex Roles, 53(5–6), 433–441.CrossRefGoogle Scholar
  168. The SIMs (Deluxe ed.) [Computer software]. (2000). Redwood City: Electronic Arts Inc.Google Scholar
  169. Turchik, J. A., Probst, D. R., Chau, M., Nigoff, A., & Gidycz, C. A. (2007). Factors predicting the type of tactics used to resist sexual assault: A prospective study of college women. Journal of Consulting and Clinical Psychology, 75(4), 605.PubMedCrossRefPubMedCentralGoogle Scholar
  170. Turkay, S., & Adinolf, S. (2012). What do players (Think they) learn in games? Procedia – Social and Behavioural Sciences, 46, 3345–3349.CrossRefGoogle Scholar
  171. Tycoon City: New York [Computer software]. (2006). Milton Keys: DR Studios.Google Scholar
  172. Underwood, E. (2016). Regulators seek to tame brain training’s ‚Wild West‘. Science, 351(6270), 212–213.PubMedCrossRefPubMedCentralGoogle Scholar
  173. Uttal, D. H., Meadow, N. G., Tipton, E., Hand, L. L., Alden, A. R., Warren, C., et al. (2013). The malleability of spatial skills: A meta-analysis of training studies. Psychological Bulletin, 139, 352–402.  https://doi.org/10.1037/a0028446.CrossRefPubMedPubMedCentralGoogle Scholar
  174. Vallerand, R. J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. Advances in Experimental Social Psychology, 29, 271–360.Google Scholar
  175. Velez, J. A., Mahood, C., Ewoldsen, D. R., & Moyer-Guse, E. (2012). Ingroup versus outgroup conflict in the context of violent video gameplay: The effect of cooperation on increased helping and decreased aggression. Communication Research, 41(5), 607–626.  https://doi.org/10.1177/0093650212456202.CrossRefGoogle Scholar
  176. Ventura, M., Shute, V., & Zhao, W. (2013). The relationship between video game use and a performance-based measure of persistence. Computers & Education, 60, 52–58.  https://doi.org/10.1016/j.compedu.2012.07.003.CrossRefGoogle Scholar
  177. Verduin, M. L., LaRowe, S. D., Myrick, H., Cannon-Bowers, J., & Bowers, C. (2013). Computer simulation games as an adjunct for treatment in male veterans with alcohol use disorder. Journal of Substance Abuse Treatment, 44(3), 316–322.PubMedCrossRefPubMedCentralGoogle Scholar
  178. Vernadakis, N., Gioftsidou, A., Antoniou, P., Ioannidis, D., & Giannousi, M. (2012). The impact of Nintendo Wii to physical education students’ balance compared to the traditional approaches. Computers & Education, 59(2), 196–205.CrossRefGoogle Scholar
  179. Wai, J., Lubinski, D., Benbow, C. P., & Steiger, J. H. (2010). Accomplishmentin science, technology, engineering, and mathematics (STEM) and its relation to STEM educational dose: A 25-year longitudinal study. Journal of Educational Psychology, 102, 860–871.  https://doi.org/10.1037/a0019454.CrossRefGoogle Scholar
  180. Wan, C.-S., & Chiou, W.-B. (2007). The motivations of adolescents who are addicted to online games: A cognitive perspective. Adolescence, 42(165), 179.PubMedPubMedCentralGoogle Scholar
  181. Wang, H. X., Karp, A., Winblad, B., & Fratiglioni, L. (2002). Late-life engagement in social and leisure activities is associated with a decreased risk of dementia: A longitudinal study from the Kungsholmen project. American Journal of Epidemiology, 155(12), 1081–1087.PubMedCrossRefPubMedCentralGoogle Scholar
  182. Weibel, D., Wissmath, B., Habegger, S., Steiner, Y., & Groner, R. (2008). Playing online games against computer- vs. human-controlled opponents: Effects on presence, flow, and enjoyment. Computers in Human Behavior, 24(5), 2274–2291.CrossRefGoogle Scholar
  183. West, G. L., Stevens, S. A., & Pratt, J. (2008). Visuospatial experience modulates attentional capture: Evidence from action video game players. Journal of Vision, 8(16), 1–9.  https://doi.org/10.1167/8.16.13.CrossRefPubMedPubMedCentralGoogle Scholar
  184. Wiebe, E. N., Lamb, A., Hardy, M., & Sharek, D. (2014). Measuring engagement in video game-based environments: Investigation of the User Engagement Scale. Computers in Human Behavior, 32,123–132.CrossRefGoogle Scholar
  185. Wijers, M., Jonker, V., & Kerstens, K. (2008). MobileMath: The phone, the game and the math. In Proceedings of the European conference on game based learning, Barcelona (S. 507–516).Google Scholar
  186. Willis, S. L., Tennstedt, S. L., Marsiske, M., Ball, K., Elias, J., Koepke, K. M., Morris, J. N., Rebok, G. W., Unverzagt, F. W., Stoddard, A. M., & Wright, E. (2006). Long-term effects of cognitive training on everyday functional outcomes in older adults. JAMA, 296(23), 2805–2814.PubMedPubMedCentralCrossRefGoogle Scholar
  187. Yalon-Chamovitz, S., & Weiss, P. L. T. (2008). Virtual reality as a leisure activity for young adults with physical and intellectual disabilities. Research in Developmental Disabilities, 29(3), 273–287.PubMedCrossRefPubMedCentralGoogle Scholar
  188. Yamaguchi, H., Maki, Y., & Takahashi, K. (2011). Rehabilitation for dementia using enjoyable video-sports games. International Psychogeriatrics, 23(4), 674–676.PubMedCrossRefPubMedCentralGoogle Scholar
  189. Yang, Y. T. C. (2012). Building virtual cities, inspiring intelligent citizens: Digital games for developing students’ problem solving and learning motivation. Computers & Education, 59(2), 365–377.CrossRefGoogle Scholar
  190. Yip, F. W., & Kwan, A. C. (2006). Online vocabulary games as a tool for teaching and learning English vocabulary. Educational Media International, 43(3), 233–249.CrossRefGoogle Scholar
  191. Zhou, Y., & Lindgren, R. (2013). Track and feel: The effects of user-generated content on engagement and learning in video games. In 18th International Conference on Computer Games: AI, Animation, Mobile, Interactive Multimedia, Educational & Serious Games (CGAMES), 2013 (S. 197–201).Google Scholar

Copyright information

© Springer-Verlag GmbH Deutschland, ein Teil von Springer Nature 2019

Authors and Affiliations

  1. 1.FriedrichsdorfDeutschland

Personalised recommendations