Computer-based Games and Knowledge Acquisition and Retention

    By Katrina E. Ricci, Eduardo Salas, and Janis A. Cannon-Bowers

    Do Computer Based Games Facilitate Knowledge Acquisition? The motive of the present research was to augment the breadth of literature in the field of computer-based gaming.  At the time of this study, the majority of literature in this area either described rather than examined games experimentally or dealt exclusively with K-12 populations rather than adults.  There also was a dearth of research examining retention and its relation to learning with computer-based games. Their research hypotheses are as follows:

    • Participants assigned to the game condition will perceive their training as more enjoyable and more effective than will those assigned to the text and test conditions, and they will feel more confident about their learning.

    • Participants assigned to the game condition will achieve higher posttest scores than will those assigned to the text and test conditions.

    • Participants assigned to the game condition will maintain the knowledge learned during training over a 4-week retention interval

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