Learning and motivational impacts of a multimedia science game

Computers & Education (Impact Factor: 2.63). 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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Available from: Yvonne Klisch, Jan 07, 2014
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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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    2012 Third International Conference on Education and sports Education, Macau, China; 04/2012
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    • "covering infectious diseases; and CSI—The Experience: Web Adventures (, covering forensic science, resulted in significant gains in content knowledge (Miller et al., 2002, 2004, 2006, 2011; Klisch et al., 2011). A similar goal, cognitive gains, was one of the intended outcomes for the alcohol-focused game. "
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