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Designing Effective Feedback Messages in Serious Games and Simulations: A Research Review

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Instructional Techniques to Facilitate Learning and Motivation of Serious Games

Part of the book series: Advances in Game-Based Learning ((AGBL))

Abstract

Taking a value-added approach, we examined the impact of feedback on learning outcomes and performance in serious games and simulations. Although feedback has been demonstrated to be beneficial in traditional learning environments, we explore how feedback has been implemented in game- and simulation-based learning environments. In this review, we discuss critical characteristics that affect the efficacy of feedback, including the content of feedback messages, the modality in which feedback is presented, the timing of feedback presentation, and learner characteristics. General guidelines based on the research evidence are provided, and the theoretical implications are discussed in the context of the cognitive theory of multimedia learning (CTML; The Cambridge handbook of multimedia learning, Mayer, 2014b).

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Author information

Authors and Affiliations

  1. Naval Air Warfare Center Training Systems Division, Code AIR-4.6.5.1, 12211 Science Drive, Orlando, FL, 32826, USA

    Cheryl I. Johnson & Wendi L. Van Buskirk

  2. Department of Psychology, University of Central Florida, 4000 Central Florida Blvd, Orlando, FL, 32816, USA

    Shannon K. T. Bailey

Authors
  1. Cheryl I. Johnson
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  2. Shannon K. T. Bailey
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  3. Wendi L. Van Buskirk
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Correspondence to Cheryl I. Johnson .

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Editors and Affiliations

  1. Utrecht University, Utretcht, The Netherlands

    Pieter Wouters

  2. Utrecht University, Utrecht, The Netherlands

    Herre van Oostendorp

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Johnson, C.I., Bailey, S.K.T., Van Buskirk, W.L. (2017). Designing Effective Feedback Messages in Serious Games and Simulations: A Research Review. In: Wouters, P., van Oostendorp, H. (eds) Instructional Techniques to Facilitate Learning and Motivation of Serious Games. Advances in Game-Based Learning. Springer, Cham. https://doi.org/10.1007/978-3-319-39298-1_7

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  • DOI: https://doi.org/10.1007/978-3-319-39298-1_7

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  • Online ISBN: 978-3-319-39298-1

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