Learning and motivational impacts of a multimedia science game

Computers & Education (Impact Factor: 2.56). 08/2011; 57(1):1425-1433. DOI: 10.1016/j.compedu.2011.01.016
Source: DBLP

ABSTRACT The power of a web-based forensic science game to teach content and motivate STEM careers was tested among secondary students. More than 700 secondary school students were exposed to one of the three web-based forensic cases for approximately 60 min. Gain scores from pre-test to a delayed post-test indicated significant gains in content knowledge. In addition, the game's usability ratings were a strong predictor of learning. A positive relationship between role-play experience and science career motivation was observed, which suggests a role for authentic virtual experiences in inspiring students to consider STEM careers.

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    • "For example, several studies have shown that digital games are an important part of the development of children's cognition and social processes (Kim et al. 2009; Yien et al. 2011). There are also studies that reported that educational computer games can improve students' learning interest (Ebner & Holzinger 2007; Malone 1980) and thus increase their motivation (Burguillo 2010; Dickey 2010; Harris & Reid 2005; Miller et al. 2011). "
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    ABSTRACT: Online games approach is recommended as a tool that can enhance students’ ability to master the Arabic language. Appropriate models need to be produced as effective learning materials especially in the design and development of online Arabic language games. This concept paper explores elements of development and digital game-based learning model in the process of building Arabic language online games at school. This study describes the design elements as the results of the Arabic language online games development. The implications of this study can serve as a guideline for the development and effectiveness of future learning of Arabic language through online games at school.
    Procedia - Social and Behavioral Sciences 02/2015; 174:1428-1433. DOI:10.1016/j.sbspro.2015.01.771
    • "ed with the participation and input of content experts , educators , and students ( Figure 1 ) . The creation of the original game series ( http : / / forensics . rice . edu ) consisting of three cases , which was developed with funding from the National Science Foundation and in cooperation with CBS Broadcasting , Inc . , is described elsewhere ( Miller et al . , 2011 ) . The games are available using any web browser and are accessible free of charge . Each of the cases takes approximately 1 hour to complete and a player ' s progress can be saved so the mystery need not be completed in one continuous time period . While the popular , original three games focused solely on forensic science techniques "
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    ABSTRACT: Two online science education games, in which players learn about the risks of prescription drug abuse in the context of investigating crimes, were evaluated to determine shifts of prescription drug abuse attitudes attributable to game exposure. High school students from grades 11 and 12 (n = 179) were assigned to one of the games and participated in a pretest, two game-play sessions, and a delayed posttest. Students in both groups demonstrated more negative attitudes toward prescription drug abuse after playing the game, driven by changes of students' normative beliefs and their ability to make the connection between prescription drug abuse and illicit drugs. A secondary aim was to assess gains in science knowledge; however, due to low internal consistency reliabilities of content measures, students' knowledge acquisition could not be determined.
    Journal of Drug Education 01/2013; 43(3):255-75. DOI:10.2190/DE.43.3.d · 0.28 Impact Factor
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    • "For example, some studies have indicated that digital games are an important part of the development of children's cognition and social processes (Kim, Park, & Baek, 2009; Yien, Hung, Hwang, & Lin, 2011). Some have reported that educational computer games can enhance the learning interest of students (Ebner & Holzinger, 2007; Malone,1980), and further increase their learning motivation (Burguillo, 2010; Dickey, 2010; Harris & Reid, 2005; Miller, Chang, Wang, Beier, & Klisch, 2011). "
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    ABSTRACT: In this paper, an online game was developed in the form of a competitive board game for conducting web-based problem-solving activities. The participants of the game determined their move by throwing a dice. Each location of the game board corresponds to a gaming task, which could be a web-based information-searching question or a mini-game; the former was used to guide the participants to search for information to answer a series of questions related to the target learning issue, while the latter was used to provide supplementary materials during the gaming process. To evaluate the performance of the proposed approach, an experiment was conducted on an elementary school natural science course. The experimental results showed that the proposed approach not only significantly promoted the flow experience, learning attitudes, learning interest and technology acceptance degree of the students, but also improved their learning achievements in the web-based problem-solving activity.
    Computers & Education 12/2012; 59(4):1246–1256. DOI:10.1016/j.compedu.2012.05.009 · 2.56 Impact Factor
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