The influence of interface style on problem solving
International Journal of Man-Machine Studies
Communications of the ACM
Planning and the user interface: the effects of lockout time and error recovery cost
International Journal of Human-Computer Studies
Macintosh human interface guidelines
Macintosh human interface guidelines
Forty simple computer games and what they could mean to educators
Simulation and Gaming
Chris Crawford on Game Design
Digital Game-Based Learning
Rules of Play: Game Design Fundamentals
Rules of Play: Game Design Fundamentals
Re-purposing existing generic games and simulations for e-learning
Computers in Human Behavior
Integrating an educational 3D game in Moodle
Simulation and Gaming
Evaluation of learning outcomes using an educational iPhone game vs. traditional game
Computers & Education
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Educational electronic games and simulations (or simply educational eGames) engage players. They are attractive to awake and keep the focus of a user, and are useful for learning while covering learning objectives and playable goals. In eGames, feedback can improve learning and help the learner to take decisions about his strategy and it also encourages the learner's motivation. However, too much feedback can in some situations lead to a weaker strategy by the learner to solve the problem presented, resulting in a lower performance. In this paper, we first show the relevance of eGames for learning and its relation with feedback. We introduce the need for appropriate feedback to get a better performance, but we also state that feedback depends on the context and on the game and that it is not always required to achieve the best performance while solving a problem. We carried out a case study (Planning Educational Task) with real learners/players, to study the differences between having and not having instant destination feedback while solving a problem. We discuss the results and implications of the case study, namely that in the context of our planning game, leaving feedback out improved performance.