Notwithstanding the growing trend for games to be fun and educational, empirical support for how games can improve learning outcomes for academic content in schools has been slow to emerge (Hayes, 2005). Mayer and Johnson (2010) conducted a recent review where they synthesized learning outcome research in three categories: “cognitive consequences, media comparisons, and value added” (p. 246). They concluded that the value added research (i.e., when researchers ask which features add value in terms of educational effectiveness of the game) is most important when the goal is academic learning. Mayer and 446 / SPIRES ET AL.
Johnson’s (2010) research synthesis provides a much needed (a) utilitarian analysis of game effectiveness, and (b) critical definition and articulation of learning outcomes as the field of game-based learning continues to evolve.