Engaging middle school students in scientific practice with a collaborative mobile game.
Previous research using collaborative mobile augmented reality games in science education revealed that such games can be used to promote learner engagement and have found that engagement in such mobile games is related to flow. This study investigated whether player's flow experience differed by ac...
| Publicado en: | Journal of Computer Assisted Learning Vol. 35; no. 2; pp. 197 - 208 |
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| Autores principales: | , , |
| Formato: | questionnaire/scale research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2019
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=135292581&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 135292581 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2019 vid: 35 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 135292581 135292581 135292581 10.1111/jcal.12321 135292581 ppf: 197 ppct: 11 formats: tig: atl: Engaging middle school students in scientific practice with a collaborative mobile game. aug: au: Bressler, Denise M. Bodzin, Alec M. Tutwiler, Michael Shane affil: Center for Mathematics, Science, and Computer Education, Rutgers, The State University of New Jersey, Piscataway New Jersey sug: subj: Students, Middle School Video Games Achievement Learning Methods Outcomes of Education Human Male Female Sex Factors Computers, Hand-Held Task Performance and Analysis Outcome Assessment Pennsylvania Urban Areas Descriptive Statistics Quantitative Studies Sample Size Determination Summated Rating Scaling Coefficient alpha Linear Regression Multiple Linear Regression Regression Statistical Significance Scales Male Female ab: Previous research using collaborative mobile augmented reality games in science education revealed that such games can be used to promote learner engagement and have found that engagement in such mobile games is related to flow. This study investigated whether player's flow experience differed by achievement track, gender, or gender composition of working groups. In an urban school district, 202 students from two eighth‐grade science classes participated in a collaborative mobile science game. Data included a self‐report survey collected after the game that measured player's flow experience. Using a regression model, the relationship of flow experience with achievement track and gender was explored while controlling for group composition and teacher effects. The study found that gender was related to flow experience; specifically, girls reported higher flow experience scores (d = 0.30). Flow experience did not have a statistically significant relationship with achievement track showing that the activity engaged all observed students similarly. Lay Description: What is already known about this topic: Achievement level tracking is a known problem for discouraging student success.Girls lack interest in science; they are more anxious and enjoy it less than boys.Girls and low achievers are more engaged if science is taught in a meaningful way.Game‐based learning can be engaging and facilitates social construction of knowledge.What this paper adds: The collaborative mobile game model engages low‐achievement students in a similar fashion to other students.The collaborative mobile game model engages girls more than boys.Implications for practice and/or policy: Playing collaborative mobile games may help low‐achieving students achieve more success in science.Playing collaborative mobile games may help girls become more interested in science.Overall, this study demonstrates a way to engage under‐represented populations with science. pubtype: Academic Journal doctype: questionnaire/scale research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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