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Games for Learning and Learning Transfer
Abstract
Research findings are at best mixed with regard to the effectiveness of computer and video games in promoting learning transfer or learning, but much of this research makes use of the same unsuccessful methods of classic transfer experiments which offered research subjects limited initial practice in the learning to be transferred. Learning transfer however, like expertise, may need to be based on extended practice, an idea supported by studies of habitual or expert game players and recent non-game related developments in transfer research. Practice however must be joined to a certain kind of game complexity and cognitive or experiential game fidelity before deep learning and instances of significant transfer can be facilitated. Implications of these transfer conditions for the design of games for transfer are discussed as well as the need for research with regard to the various learning processes underlying the game-play behaviour of expert and habitual gamers.
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