Investigating Science Interest in a Game-Based Learning Project

Autor/inn/en	Annetta, Leonard; Vallett, David; Fusarelli, Bonnie; Lamb, Richard; Cheng, Meng-Tzu; Holmes, Shawn; Folta, Elizabeth; Thurmond, Brandi
Titel	Investigating Science Interest in a Game-Based Learning Project
Quelle	In: Journal of Computers in Mathematics and Science Teaching, 33 (2014) 4, S.381-407 (27 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9258
Schlagwörter	Educational Games; Science Instruction; Student Interests; Learning Activities; Video Games; Science Interests; Grade 5; Grade 6; Grade 7; Grade 9; Grade 8; Grade 10; Grade 11; Grade 12; Coding; Summer Programs; Student Characteristics; Computer Software; Design; Technology Uses in Education; Surveys; Likert Scales; Family Influence; Peer Influence; Informal Education; Teacher Influence; Statistical Analysis; Student Motivation; Electronic Publishing; Web Sites; Mixed Methods Research + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Studieninteresse; Lernaktivität; Video game; Videospiel; Videospiele; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 09; 9. Schuljahr; Schuljahr 09; School year 08; 8. Schuljahr; Schuljahr 08; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Codierung; Programmierung; Sommerkurs; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Survey; Umfrage; Befragung; Likert-Skala; Informelle Bildung; Nichtformale Bildung; Statistische Analyse; Schulische Motivation; Elektronisches Publizieren; Web-Design
Abstract	The purpose of this study was to examine the effect Serious Educational Games (SEGs) had on student interest in science in a federally funded game-based learning project. It can be argued that today's students are more likely to engage in video games than they are to interact in live, face-to-face learning environments. With a keen eye on motivating science students through SEGs, a cascading SEG development model was deployed. K-12 science teachers participated in summer workshops over three years where they learned to design and construct SEGs as teaching and learning tools, followed by student modification of teacher created games. Science interest was assessed through a mixed-method design, examining student responses to the Science Interest Survey (SIS) and through student voice from written blog prompts. Using chi-square and polytomous linear regression, results indicated that grade, age, gender and race were significant (p<0.05) predictors of science interest. Qualitative data from student blog responses indicate that science-based SEG creation positively influences student interest in science. Student voice blog responses indicated interest was boosted by successfully creating a working game of their own and as a result, students were inspired to do well in future science classes and had a new interest in pursuing STEM related careers. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10