NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ986789
Record Type: Journal
Publication Date: 2012
Pages: 11
Abstractor: As Provided
Reference Count: 38
ISBN: N/A
ISSN: ISSN-0021-9266
Students' Learning Outcomes and Learning Experiences through Playing a Serious Educational Game
Cheng, Meng-Tzu; Annetta, Len
Journal of Biological Education, v46 n4 p203-213 2012
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.)
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
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6; Grade 7; Grade 8; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina