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A conceptual framework for serious games and its validation
16 references·0 citing·33 second hop
A conceptual framework for serious games and its validation (2010)A conceptual framework for serious games …Diffusion of Innovations 1 (2019)Diffusion of Innovations 1Digital Game-Based Learning in high school Computer Science education: Impact on educational effectiveness and student motivation (2008)Digital Game-Based Learning i…Interactive Multimodal Learning Environments (2007)Interactive Multimodal Learni…Serious Games: Games That Educate, Train, and Inform (2005)Serious Games: Games That Edu…Games, Motivation, and Learning: A Research and Practice Model (2002)Games, Motivation, and Learni…A Theoretical Extension of the Technology Acceptance Model: Four Longitudinal Field Studies (2000)A Theoretical Extension of th…Gender Differences in the Perception and Use of E-Mail: An Extension to the Technology Acceptance Model1 (1997)Gender Differences in the Per…Situated Learning: Legitimate Peripheral Participation. (1994)Situated Learning: Legitimate…The theory of planned behavior (1991)The theory of planned behaviorPlans and Situated Actions: The Problem of Human-Machine Communication (1990)Plans and Situated Actions: T…Situated Cognition and the Culture of Learning (1989)Situated Cognition and the Cu…Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology (1989)Perceived Usefulness, Perceiv…Cognitive Load During Problem Solving: Effects on Learning (1988)Cognitive Load During Problem…Child's Talk: Learning to Use Language (1985)Child's Talk: Learning to Use…Toward a Theory of Instruction (1966)Toward a Theory of InstructionConditions of Learning (1965)Conditions of LearningBelief, Attitude, Intention and Behavior: An Introduction to Theory and Research (1975)Self-efficacy mechanism in human agency. (1982)User Acceptance of Computer Technology: A Comparison of Two Theoretical Models (1989)User Acceptance of Information Technology: Toward A Unified View1 (2003)A new criterion for assessing discriminant validity in variance-based structural equation modeling (2014)Situations and Attitudes (1981)Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning, and Innovation (1991)A Set of Principles for Conducting and Evaluating Interpretive Field Studies in Information Systems1 (1999)Learning by Expanding (2014)Coefficient Alpha and the Internal Structure of Tests (1951)Self-efficacy: Toward a unifying theory of behavioral change. (1977)Consumer Acceptance and Use of Information Technology: Extending the Unified Theory of Acceptance and Use of Technology1 (2012)Intrinsic Motivation and Self-Determination in Human Behavior (1985)Social Foundations of Thought and Action : A Social Cognitive Theory (1985)A systematic literature review of empirical evidence on computer games and serious games (2012)A meta-analysis of the cognitive and motivational effects of serious games. (2013)How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction (2016)How We Think (1910)Perception in chess (1973)Toward a Theory of Situation Awareness in Dynamic Systems (1995)Cognitive Architecture and Instructional Design (1998)THE ACT OF DISCOVERY (2006)Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)Mental Models (1983)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)The Strength of Weak Ties (1973)Diffusion of innovations. (2003)What Video Games Have to Teach Us about Learning and Literacy (2004)Toward a Theory of Intrinsically Motivating Instruction* (1981)Accommodation of a scientific conception: Toward a theory of conceptual change (1982)DeFT: A conceptual framework for considering learning with multiple representations (2006)Trust and TAM in Online Shopping: An Integrated Model1 (2003)
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References

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  • 1989Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology68,271 cited
  • 1994Situated Learning: Legitimate Peripheral Participation.39,454 cited
  • 2019Diffusion of Innovations 137,320 cited
  • 2000A Theoretical Extension of the Technology Acceptance Model: Four Longitudinal Field Studies22,991 cited
  • 1989Situated Cognition and the Culture of Learning13,635 cited
  • 1988Cognitive Load During Problem Solving: Effects on Learning10,975 cited
  • 1990Plans and Situated Actions: The Problem of Human-Machine Communication5,299 cited
  • 1966Toward a Theory of Instruction4,504 cited
  • 2002Games, Motivation, and Learning: A Research and Practice Model3,211 cited
  • 1965Conditions of Learning3,011 cited
  • 1985Child's Talk: Learning to Use Language2,239 cited
  • 1997Gender Differences in the Perception and Use of E-Mail: An Extension to the Technology Acceptance Model12,227 cited
  • 2005Serious Games: Games That Educate, Train, and Inform2,069 cited
  • 2008Digital Game-Based Learning in high school Computer Science education: Impact on educational effectiveness and student motivation

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1,689 cited
  • 2007Interactive Multimodal Learning Environments1,676 cited
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