Chapter 15: Implications of Game Use for Explicit Instruction

Critics of constructivist instruction (e.g., Kirschner, Sweller, & Clark 2006; Mayer, 2004) advocate explicit deductive teaching often featuring the use of worked examples rather than relying on students to discover game procedures or underlying principles by themselves. This chapter will discuss the issue of explicit instruction and worked examples in games, as well as in general instructional practice. Research findings from that position will be discussed, and research suggestions comparing constructivist and explicit instruction made. We attempt to (1) elaborate on a series of evidence-based cognitive principles used for the enhancement of effectiveness and efficiency of instruction and learning at large and digital game-based learning in particular, and (2) to discuss the possibilities of using computer games as a platform for cross-sectional and longitudinal research.