Learning Biology through Innovative Curricula: A Comparison of Game- and Nongame-Based Approaches

Autor/inn/en	Sadler, Troy D.; Romine, William L.; Menon, Deepika; Ferdig, Richard E.; Annetta, Leonard
Titel	Learning Biology through Innovative Curricula: A Comparison of Game- and Nongame-Based Approaches
Quelle	In: Science Education, 99 (2015) 4, S.696-720 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21171
Schlagwörter	Biology; Biotechnology; Educational Games; Secondary School Science; Educational Innovation; Comparative Analysis; Outcomes of Education; Quasiexperimental Design; Computer Games; Case Method (Teaching Technique); Pretests Posttests; High School Students; Science Instruction; Instructional Effectiveness; Science Achievement; Achievement Gains; Student Interests; Science Interests + Suchen Sie Ihr Suchwort? Biologie; Biotechnologie; Educational game; Lernspiel; Instructional innovation; Bildungsinnovation; Lernleistung; Schulerfolg; Computer game; Computerspiel; Computerspiele; Case method; Fallmethode; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtserfolg; Achievement gain; Leistungssteigerung; Studieninteresse
Abstract	This study explored student learning in the context of innovative biotechnology curricula and the effects of gaming as a central element of the learning experience. The quasi-experimentally designed study compared learning outcomes between two curricular approaches: One built around a computer-based game, and the other built around a narrative case. The research questions addressed student learning of basic biological principles, development of interest in learning science, and how a game-based approach compared to a nongame-based approach in terms of supporting learning. The study employed a pre-post design with 1,888 high school students nested within the classes of 36 biology teachers. Results indicated that students participating in both approaches demonstrated statistically and practically significant gains on both proximal and distal assessments of biological content knowledge. Neither group demonstrated gains in science interest. The curriculum by time interaction was not statistically different, indicating that students in both groups showed similar results. Implications for game-based science learning and future research include building better awareness of technological and professional development challenges associated with implementing educational games, the need for new strategies for understanding the impacts of games for learning, and the need for cost-benefit analyses in the planning of game-based educational approaches. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01