Annotated Bibliography: The Role of Gaming in Education System

This annotated bibliography examines the role of gaming in education, focusing on articles that explore the impact of serious games on learning success, the effects of mathematics computer games on students' multiplicative reasoning abilities, and the use of games as a support tool for teaching history. It includes summaries of articles such as Iten and Petko's study on the connection between enjoyment and learning gains, Bakker, van den Heuvel-Panhuizen, and Robitzsch's research on mathematics mini-games, and Zirawaga, Olusanya, and Maduku's discussion on using games to teach history, highlighting the increasing interest in gaming as an interface to learning and its potential to enhance student motivation and engagement. Desklib offers a wealth of similar resources and solved assignments to aid students in their studies.

Running Head: ANNOTATED BIBLIOGRAPHY
Annotated Bibliography
Name of the Student
Name of the University
Author Note

1ANNOTATED BIBILIOGRPHY
Iten, Nina, and Dominik Petko. "Learning with serious games: Is fun playing the game a
predictor of learning success?." British Journal of Educational Technology 47.1 (2016):
151-163.
This article is based on the empirical study to test the connection between the willingness
to play and the enjoyment while playing. It also tested the motivational and cognitive learning
gains along with reflecting on the results. The article re-explores the positive areas of the
learning gains and learning motivation. It is often said that the serious games induce the positive
effects. The article is focused on the results found from exploring 74 children from the primary
schools playing the learning game AWWWARE. The evidence presented by the author is
supportive of the results it shows. It showed that students tend to enjoy the serious games less
and expect the games to be more easy and instructive. The article concludes with asserting that
there are other factors such as the explicit learning tasks, the support and instruction inherent in
the provided games. The study implies that the learning success cannot be ensured by the
enjoyment from the learning game. Moreover, the involvement with the content is more
important for gaining success in learning.
Bakker, Marjoke, Marja van den Heuvel‐Panhuizen, and Alexander Robitzsch. "Effects of
mathematics computer games on special education students' multiplicative reasoning
ability." British Journal of Educational Technology 47.4 (2016): 633-648.
This is a study that examines the effects an intervention with mathematics mini games
leaves on the special education students’ multiplicative reasoning ability. The games should
include the procedural, declarative and also the conceptual knowledge of the multiplicative
relations. It should also include the teacher –led discussion and lessons. The article is based on

2ANNOTATED BIBILIOGRPHY
81 students from the primary schools and the intervention consisted of 10-week game periods
where a total of 16- games were part of the regular educational program. The control group
students played the non-multiplicative mini-games in order to make the multiplicative reasoning.
Their regular educational program was followed without playing the mini-games. Hence, as a
result, the multiplicative reasoning ability increased significantly in both the groups. There is no
difference between the multiplicative reasoning ability in the control group and also the
experimental group. However, it can be said that the mini-games intervention did not have added
value that much but can be considered as an alternative approach that is completely safe.
Zirawaga, Victor Samuel, Adeleye Idowu Olusanya, and Tinovimbanashe Maduku.
"Gaming in Education: Using Games as a Support Tool to Teach History." Journal of
Education and Practice 8.15 (2017): 55-64.
This article is another piece discussing the use of current and emerging tools in the
education system. It is becoming a blistering topic among the educational institutes and the
educators too. The introduction of gaming in education can be viewed as the interface to the
learning. However, its role is to increase the motivation of students, their engagement and
interaction improvement. In a real world situation, the students must be enabled to apply the
gaming values by their peers. This paper elaborates on the use and implementation of the gaming
applications while teaching History that is a subject mainly concerned with facts. The article also
highlights the role and importance of games in the education system. The article further
emphasizes on the future implication of the brain teasing games, the sliding puzzle, the jigsaw
puzzle and many others in the development of human brain.

3ANNOTATED BIBILIOGRPHY
Bibliography
Bakker, Marjoke, Marja van den Heuvel‐Panhuizen, and Alexander Robitzsch. "Effects of
mathematics computer games on special education students' multiplicative reasoning
ability." British Journal of Educational Technology 47.4 (2016): 633-648.
Iten, Nina, and Dominik Petko. "Learning with serious games: Is fun playing the game a
predictor of learning success?." British Journal of Educational Technology 47.1 (2016):
151-163.
Zirawaga, Victor Samuel, Adeleye Idowu Olusanya, and Tinovimbanashe Maduku. "Gaming in
Education: Using Games as a Support Tool to Teach History." Journal of Education and
Practice 8.15 (2017): 55-64.