Students' Learning Outcomes and Learning Experiences through Playing a Serious Educational Game

Autor/inn/en	Cheng, Meng-Tzu; Annetta, Len
Titel	Students' Learning Outcomes and Learning Experiences through Playing a Serious Educational Game
Quelle	In: Journal of Biological Education, 46 (2012) 4, S.203-213 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
DOI	10.1080/00219266.2012.688848
Schlagwörter	Educational Games; Student Attitudes; Video Technology; Metacognition; Mixed Methods Research; Attitude Change; Middle School Students; Outcomes of Education; Program Effectiveness; Learning Activities; Learning Experience; Measures (Individuals); Drug Use; Neurosciences; Cognitive Style; Cognitive Processes; Questionnaires; Semi Structured Interviews; Likert Scales; North Carolina + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Schülerverhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Attitudinal change; Einstellungsänderung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Lernleistung; Schulerfolg; Lernaktivität; Lernerfahrung; Messdaten; Drug consumption; Substance abuse; Drogenkonsum; Neuroscience; Neurowissenschaften; Neurowissenschaft; Cognitive styles; Kognitiver Stil; Cognitive process; Kognitiver Prozess; Fragebogen; Likert-Skala
Abstract	This study attempted to examine students' learning outcomes and their learning experiences through playing a Serious Educational Game. A mixed-method research design was employed collecting both quantitative and qualitative data. A total of 98 middle-school students ranging from sixth to eighth grades participated through paper-and-pencil instruments, interviews and video recordings as data sources. A series of paired t-tests was used to analyse whether there were differences in learning outcomes and attitude changes toward methamphetamine use. The results showed that students learned more neuroscience content after exposure to the game (p less than 0.01) and their attitude toward methamphetamine use became more negative (p less than 0.01). Moreover, they actively performed several cognitive and metacognitive strategies to help the learning activity to best fit individual learning styles and to make the cognitive processes more efficient while interacting with the Serious Educational Game. (Contains 3 tables and 6 figures.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10