Learning Newtonian mechanics with an intrinsically integrated educational game.
Background: Research on cognitive effects of educational games in general shows promising results. However, there are large variations in learning outcomes between individual educational games. Research on the design process and different design elements of educational games has led to some interest...
| Publicado en: | Journal of Computer Assisted Learning Vol. 40; no. 4; pp. 1500 - 1511 |
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| Autores principales: | , , |
| Formato: | pictorial questionnaire/scale research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2024
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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=178531899&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 178531899 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2024 vid: 40 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 178531899 175869403 178531899 178531899 10.1111/jcal.12966 178531899 ppf: 1500 ppct: 11 formats: tig: atl: Learning Newtonian mechanics with an intrinsically integrated educational game. aug: au: van der Linden, Anne Meulenbroeks, Ralph F. G. van Joolingen, Wouter R. affil: Freudenthal Institute, Utrecht University, Utrecht, The Netherlands sug: subj: Educational Technology Evaluation Gamification Evaluation Learning Methods Mechanics Goals and Objectives Schools, Secondary Physics Education Human Male Female Child Adolescence Multimethod Studies Pretest-Posttest Design Videorecording Knowledge Netherlands Questionnaires Clinical Assessment Tools Kruskal-Wallis Test Paired T-Tests Descriptive Statistics Summated Rating Scaling Spearman's Rank Correlation Coefficient Funding Source Child: 6-12 years Adolescent: 13-18 years Male Female ab: Background: Research on cognitive effects of educational games in general shows promising results. However, there are large variations in learning outcomes between individual educational games. Research on the design process and different design elements of educational games has led to some interesting directions, but some design aspects remain unclear. Objectives: We examined how an educational game designed on the basis of intrinsic integration theory, based on a strong alignment between game and learning goals, supports the learning of Newtonian mechanics. Methods: This study applied a mixed‐methods approach (N = 223). A pre‐ and post‐test design was used to examine possible learning and transfer effects fostered by playing the educational game, Newton's Race. To examine how players played the game, log data for each player were digitally recorded during gameplay. Results and Conclusions: Our findings demonstrated a significant positive learning effect of Newton's Race (p = 0.003, d = 0.201). This can be explained through the acquired log data. Log data show that players' gameplay mostly matched expected learning during the game, with physically correct game settings occurring more and more as gameplay progressed. The ability to transfer learned knowledge to other situations was shown to be limited to situations closely resembling the game environment. Implications: Similarly, designed intrinsically integrated games on different (physics) subjects could also foster learning in a relative short time. To foster transfer to other situations we propose embedding the game within other instructional activities. Lay Description: What is already known about this topic?: Research on cognitive effects of educational games in general shows promising results.There are large variations in learning outcomes between individual educational games.Some design aspects remain unclear on the design process and different design elements of educational games.Attempting to integrate learning with gameplay, without affecting the enjoyability of the game, is not easily achieved. What this paper adds?: The current study fits within the research body that emphasizes the importance of aligning gameplay with learning in educational games (i.e., intrinsic integration).Evidence for intrinsic integration as a key element in the design process, found by examining players' log data.A better understanding of how an intrinsically integrated game supports the learning of Newtonian mechanics. Implications for practice and/or policy: Similarly, designed intrinsically integrated games on different (physics) subjects could also foster learning in a relative short time.To foster transfer to other situations we propose embedding the game within other instructional activities. pubtype: Academic Journal doctype: pictorial questionnaire/scale research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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