Simulations and Games in e-Learning

e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning, 2nd Edition
Ch 15 Simulations and Games in e-Learning
Clark & Mayer
http://www.researchandmarkets.com/reports/c74748

They repeat the (unproven) assertion that kids brains are differently hard wired by playing games but do not necessarily endorse it. They make reference to beliefs about the role of fantasy which may not be well founded. Cognitive Load theory is acknowledged "a simulation or game will be successful to the extent that it does not overload working memory"

Situations where games did not advance learning are quoted (Rieber, Hays). They conclude that game goals and learning goals should align.

Quoted Randel who reviewed 67 experiments, 22 favoured games, 3 conventional instruction and 38 no difference.

Games and Simulations Principle 1: Match Game Types to Learning Goals.
Games and Simulations Principle 2: Make Learning Essential to Progress.
Games and Simulations Principle 3: Build in Guidance.
Games and Simulations Principle 4: Promote Reflection on Correct Responses.
Games and Simulations Principle 5: Manage Complexity.