摘要：We examine the effects of completing ‘serious game’ and computer-based learning assignments
upon learning outcomes for undergraduate university students in an introductory human geography
class (n = 177). The students completed one of the two experimental assignments as well as a
control assignment that did not involve gaming, gathering data, or a computer. The groups were
contrasted on their own evaluation of the assignments as well as their performance in multiple
class outcomes. Our analysis found few significant differences between the group’s selfevaluations
of the assignments, their performance on the assignments, or their overall class grade.
However, the ‘control group’ of students, who completed the control versions of the activities,
performed significantly (p> .05) better on topic-relevant questions on the midterm (86% correct
vs. 75%) and final examinations (94% vs. 87%). We conclude that completing the pen and paper
version of the assignments resulted in better understanding of subject material.
关键词：Geography; Pedagogy; Serious Games; Computer;Based Learning; Digital Game Based
Learning; web;based learning;
