NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ933389
Record Type: Journal
Publication Date: 2011-Aug
Pages: 16
Abstractor: As Provided
Reference Count: 84
ISBN: N/A
ISSN: ISSN-1059-0145
Using Video Games to Support Pre-Service Elementary Teachers Learning of Basic Physics Principles
Anderson, Janice; Barnett, Michael
Journal of Science Education and Technology, v20 n4 p347-362 Aug 2011
The purpose of this work is to share our findings in using video gaming technology to facilitate the understanding of basic electromagnetism with pre-service elementary teachers. To this end we explored the impact of using a game called "Supercharged!" on pre-service teachers' understanding of electromagnetic concepts compared to students who conducted a more traditional inquiry oriented investigation of the same concepts. This study was a part of a larger design experiment examining the pedagogical potential of "Supercharged!" the control group learned through a series of guided inquiry methods while the experimental group played "Supercharged!" during the laboratory sections of the science course. There was significant difference F(2,134) = 4.8, p less than 0.05, eta[superscript 2] = 0.59 between the control and experimental groups on the gains from pre-to-post assessment with an effect size of d = 0.72. However, while students in the experimental group performed better than their control group peers, they rated their knowledge of the topic lower than the control group (M[subscript post-control] = 3.0, M[subscript post-experiment] = 2.7), leading to further examination of their laboratory journals. Results of this study show that video games can lead to positive learning outcomes, as demonstrated by the increase in test scores from pre- to post-assessment. Additionally, this study also suggests that a complementary approach, in which video games and hands-on activities are integrated, with each activity informing the other, could be a very powerful technique for supporting student scientific understanding. Further, our findings suggest that video game designers should embed meta-cognitive activities such as reflective opportunities into educational video games to provide scaffolds for students and to reinforce that they are engaged in an educational learning experience.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A