The Educational Efficacy of Distinct Information Delivery Systems in Modified Video Games

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Moshirnia, A. & Israel, M. (2010). The Educational Efficacy of Distinct Information Delivery Systems in Modified Video Games. Journal of Interactive Learning Research, 21(3), 383-405. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/29487.

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Journal Information

Journal of Interactive Learning Research
ISSN 1093-023X
Volume 21, Issue 3, July 2010
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on JILR

Authors

Andrew Moshirnia, Harvard Law School, USA; Maya Israel, University of Cincinnati, USA

Abstract

Despite the increasing popularity of many commercial video games, this popularity is not shared by educational video games. Modified video games, however, can bridge the gap in quality between commercial and education video games by embedding educational content into popular commercial video games. This study examined how different information delivery systems (continuous information displays, pop-ups, and sprites) within a modified version of the Civilization IV video game affected students’ command and retention of knowledge related to the American Revolutionary War. The study found that modified video games can successfully meet these objectives. In terms of delivery systems, sprites and continuous information displays were the most effective in advancing learning.

Keywords

• Assessment
• Social Studies
• Educational Technology
• Instructional Design
• Computers
• Graphics

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