Characters of Macbeth and Lady Macbeth

educational field is discussed. Three different fields interested in the cognitive impact playing of video games are reviewed: abilities and skills, attitudes and motivation, knowledge and content learning. However, most studies used video games as new experimental materials and tasks to contribute to their specific field (i.e. attention and perception), and not as a scientific object of interest per se. We claim that the research on video games is in need of a conceptual and methodological framework in which results and effects could be compared, interpreted and generalized. We argue that video games can have multiple effects on players and that these effects can be used as educational potentials. An empirically-based classification of games, depending on their potential effects for an educational purpose, is strongly needed.
Likewise, a unified research paradigm CogniŃie, Creier, Comportament / Cognition, Brain, Behavior
Copyright © 2007 Romanian Association for Cognitive Science. All rights reserved.
ISSN: 1224-8398
Volume XI, No. 1 (March), 131-142
VIDEO GAME RESEARCH IN COGNITIVE AND
EDUCATIONAL SCIENCES
Cyril REBETEZ*, Mireille BETRANCOURT
Department of Psychology and Educational Sciences, Geneva University,
Geneva, Switzerland
ABSTRACT
This work reviews several aspects of the growing research field interested in video games. First, the evolution of this media in the and methodologies to carry on reliable research on video games has to be developed.
KEYWORDS: video games, simulation, education.
In the last decades, video games have been increasingly appealing not only as an entertainment for children and adults, but also as an object of interest in academic research. A large body of studies investigated the potential of information technology as tools for learning, and particularly of games specifically designed for educational purposes. Recently, a growing interest has appeared for the potential of mainstream games in education

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