| Record ID | harvard_bibliographic_metadata/ab.bib.14.20150123.full.mrc:192918968:1815 |
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LEADER: 01815cam a2200373 i 4500
001 014142587-3
005 20140917160213.0
008 131121s2014 mau b 001 0 eng
010 $a 2013046632
020 $a9780262027571 (hardcover : alk. paper)
020 $a0262027577 (hardcover : alk. paper)
035 $a(PromptCat)99959570184
035 0 $aocn864299569
040 $aDLC$beng$erda$cDLC$dYDXCP$dBTCTA$dBDX$dCDX$dOCLCF
042 $apcc
050 00 $aLB1062$b.M385 2014
082 00 $a371.33/7$223
100 1 $aMayer, Richard E.,$d1947-$eauthor.
245 10 $aComputer games for learning :$ban evidence-based approach /$cRichard E. Mayer.
264 1 $aCambridge, Massachusetts :$bThe MIT Press,$c[2014]
300 $axvii, 281 pages ;$c24 cm
336 $atext$2rdacontent
337 $aunmediated$2rdamedia
338 $avolume$2rdacarrier
504 $aIncludes bibliographical references and indexes.
505 0 $aIntroduction: taking an evidence-based approach to games for learning -- Method: conducting scientific research on games for learning -- Theory: applying cognitive science to games for learning -- Evidence -- Examples of three genres of game research -- Value-added research: which features improve a game's effectiveness? -- Cognitive consequences research: what is learned from playing a game? / by Deanne Adams and Richard E. Mayer -- Media comparison research: are games more effective than -- Conventional media?
650 0 $aCognitive learning.
650 0 $aVisual learning.
650 0 $aComputer games$xPsychological aspects.
650 7 $aCognitive learning.$2fast$0(OCoLC)fst00866532
650 7 $aComputer games$xPsychological aspects.$2fast$0(OCoLC)fst00872117
650 7 $aVisual learning.$2fast$0(OCoLC)fst01168032
988 $a20140819
906 $0DLC