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


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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Available from: Yvonne Klisch, Jan 07, 2014
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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
    • "Many authors describe positive learning outcomes in using games and gameful experiences for teaching conceptual understanding in STEM fields [15]. A positive relationship between games and science career motivation has also been detected [16]. Pairing instructional content with a game cycle of user judgments, behavior, and feedback can be used to engage users and to achieve the instructional goals. "
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    ABSTRACT: Modern STEM education is mainly grounded in constructivism. It requires instructors to not only recite learning content, but also to teach the concepts and ideas behind abstract formulas. Interactive simulations are one of the most powerful tools for increasing the students’ problem-solving abilities, and enhancing their understanding of conceptual models and formulas, which are hard to visualize without technology-enhanced tools. Creating simulation tools of interest to students has the potential to enhance their understanding of the phenomena and increase their interest in science. However, many simulations are not engaging and students will lose interest in interacting with them after a short time. Hence, it is important to advance in particular the motivational design aspects of such educational tools. One idea for motivating students is the use of computer games. Different studies show the positive impacts of a game-based or gamified approach in the field of STEM education and training. Several theories and frameworks were researched and developed to support the game design and gamification process of various scenarios. However, only a few cover specific design issues and implications of educational and instructional simulations. In this chapter we introduce a gamification model, which is adapted accordingly to the characteristics of constructivist STEM education approaches with focus on the usage of science simulations. Therefore we will introduce a model for the adaption of gamification techniques to design, develop, and adapt educational simulations. Based on a background and literature study, a framework for implementing a gamification approach for different kinds of simulations is introduced and applied to an application scenario of our own research. As a result, both the lessons learned and further recommendations are outlined.
    Gamification in Education and Business, Edited by Reiners, Torsten and Wood, Lincoln C., 01/2015: pages 253-275; Springer International Publishing., ISBN: 9783319102078
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    • "Επιστ): ΢την περίπτωση των φυσικών επιστημών βρέθηκαν οχτώ από τις οποίες τρεις αναφέρονται στο Δημοτικό (Barbalios et al., 2013; Insook & Black, 2011; Sung & Hwang 2013), τέσσερις στο Γυμνάσιο (Clark et al., 2011; Miller et al., 2011; Sánchez & Olivares, 2011; Verpoorten et al., 2012) και δύο στο Λύκειο (Brom et al., 2011; Miller et al., 2011). Μία από τις παραπάνω (Miller et al., 2011) αφορά δύο διαφορετικές εκπαιδευτικές βαθμίδες. Η θεματολογία ποικίλει και περιλαμβάνει υδάτινους πόρους, βοτανολογία, ζωολογία, μηχανική, οπτική αλλά και γενικές γνώσεις πάνω στις φυσικές επιστήμες. "
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    ABSTRACT: Στα 40 χρόνια από την εμφάνιση τους, τα ψηφιακά παιχνίδια κατάφεραν να αποτελούν βασική επιλογή στην αξιοποίηση του ελεύθερου χρόνου όσων έχουν πρόσβαση σε αυτά. Η δημοτικότητά τους προσελκύει έντονο επιστημονικό ενδιαφέρον για την επίδραση τους στην ανάπτυξη και στη μάθηση. Τα ψηφιακά παιχνίδια δείχνουν να μπορούν να αποτελέσουν μέσο ώστε να γίνει πιο ευχάριστη και αποτελεσματική η μαθησιακή διαδικασία. Το γεγονός αυτό αποτελεί βασική αιτία για την όλο και συχνότερη χρήση των παιχνιδιών στην εκπαίδευση. Τα εκπαιδευτικά ψηφιακά παιχνίδια κατατάσσονται στο ξεχωριστό είδος των σοβαρών παιχνιδιών. Η παρούσα εργασία επιχειρεί βιβλιογραφική ανασκόπηση της εφαρμογής σοβαρών παιχνιδιών στην τυπική εκπαίδευση. Εστιάζει στα μαθησιακά αποτελέσματα αναλύοντας δημοσιευμένες έρευνες οργανωμένες κατά γνωστικό αντικείμενο και βαθμίδα εκπαίδευσης. Η έρευνα καταγράφει μικτά ευρήματα σχετικά με την μαθησιακή αποτελεσματικότητα των σοβαρών παιχνιδιών σε σύγκριση με άλλες μεθόδους ενώ παρατηρείται πως οι αναφορές είναι πιο συχνές για τις μεγαλύτερες βαθμίδες.
    9o ΕΤΠΕ; 01/2014
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