Simulation and Gaming - Symposium issue: system dynamics and interactive learning environments, part 2
An exploration of game-derived learning in total enterprise simulations
Simulation and Gaming - Symposium: medical and healthcare simulation, part 2
Applying constructivist approach to educational business games: case REALGAME
Simulation and Gaming - Special issue: Simulation & gaming
What Video Games Have to Teach Us About Learning and Literacy
What Video Games Have to Teach Us About Learning and Literacy
The Game Design Reader: A Rules of Play Anthology
The Game Design Reader: A Rules of Play Anthology
A Survey of Simulation Game Users, Former-Users, and Never-Users
Simulation and Gaming
Unpacking the potential of educational gaming: A new tool for gaming research
Simulation and Gaming
Developing strategic and reasoning abilities with computer games at primary school level
Computers & Education
Computer game design: Opportunities for successful learning
Computers & Education
A case study of computer gaming for math: Engaged learning from gameplay?
Computers & Education
Using Gaming Literacies to Cultivate New Literacies
Simulation and Gaming
International Journal of Gaming and Computer-Mediated Simulations
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Studies on game-based learning usually investigate at least one of three subjects: the effects of gaming on learning performance, the effects of gaming on cognitive skills and attitudes, and learners' game-design experiences. Whether gaming relates positively to learning outcomes is still under investigation. This study examines the components contributing to the development of a literate game player and how players could cognitively grasp the design of a game scenario based on real history namely, the game Romance of the Three Kingdoms. This study surveyed 497 participants in Taiwan on their knowledge of Chinese history the Three Kingdoms period. The participants constituted two groups: participants who had years of gaming experience and participants who did not. The study examined test performance by using an independent sample t-test and one-way ANOVA and Pearson-correlation methods. The results revealed that the game players were more knowledgeable about the history of the Three Kingdoms period, had greater motivation to learn history, and were more motivated to learn history by playing the game than was the case with the non-game players.