LX Research


A Meta-Analytic Examination of the Instructional Effectiveness of Computer‐Base Simulation Games

A University of Colorado Denver Business School study found those trained on video games do their jobs better, have higher skills and retain information longer than workers learning in less interactive, more passive environments.

Personnel Psychology Volume 64, Issue 2, Summer 2011, Pages 489-528

Improving fluid intelligence with training on working memory

Carefully structured training in working memory — the kind that allows memorization of a telephone number just long enough to dial it — can help improve fluid intelligence.

PNAS April 25, 2008

Multi-tasking Adversely Affects Brain's Learning

Multi-tasking affects the brain's learning systems, and as a result, we do not learn as well when we are distracted. The study shows that to the degree you can learn while multi-tasking, you will use different brain systems.

Proceedings of the National Academy of Sciences(PNAS)

Success factors for serious games to enhance learning: a systematic review

Reveals five central serious game themes: backstory and production; realism; artificial intelligence and adaptivity; interaction; and feedback and debriefing, all of which require deliberate intertwining with pedagogical content to ensure successful learning.

Virtual Reality, 21(1), 31–58

The Effects of Interleaved Practice

Children practiced four kinds of mathematics problems in an order that was interleaved or blocked, and the degree of spacing was fixed. Interleaving of practice impaired practice session performance yet doubled scores on a test given one day later. An analysis of the errors suggested that interleaving boosted test scores by improving participants' ability to pair each problem with the appropriate procedure.

Applied Cognitive Psychology 24(6):837 - 848 · September 2010

The Effects of Overlearning and Distributed Practise on the Retention of Mathematics Knowledge

Long-term retention of mathematics knowledge was boosted by distributed practise and unaffected by overlearning.

Applied Cognitive Psychology Vol 20: 1209–1224 (2006)