We explored how computer games developed as part of an innovative set of climate change education materials helped students learn and gain interest in global climate change (GCC) science by making it personally relevant and understandable. This research was conducted in a public school district in the southeastern United States. The curriculum, Climate Change Narrative Game Education (CHANGE), used a local, place-based approach using scientific data gathered from the Gulf of Mexico coast and incorporated (a) computer games, (b) a scientifically web-based science fiction novel about future Gulf coast residents, and (c) hands-on laboratory activities. This paper focuses on how the computer games affected students' learning, validity of their beliefs about GCC, and understanding of the effects of GCC on the region's sea level and storms. The data collected included students' exam scores, and surveys about student perceptions of climate change science and perceptions of the materials. On exam questions related to GCC science, students who participated in the CHANGE curriculum scored significantly higher than their peers who did not. Also, their beliefs about GCC increased in validity. The nature and design of the computer games had a strong impact on students' understanding of sea level rise and storms.
Stay-at-home orders and quarantines have not only shifted traditional face-to-face learning to online learning, but have also led to greatly increased consumption of digital devices during the coronavirus (COVID-19) pandemic. Thus, many students who were new to online learning were forced into a new environment. The purpose of this two-wave longitudinal study is to investigate the effects of internet addiction on online students’ learning satisfaction during the COVID-19 pandemic. A total of two hundred and forty-nine undergraduate-level students from 51 of the 81 cities in Turkey completed an online questionnaire. The data used cross-lagged structural equation modeling. The results indicated that internet addiction at Time 1 decreased online students’ learning satisfaction at Time 2. The results also revealed that online students’ learning satisfaction (Time 1) did not affect internet addiction (Time 2). It is concluded that internet-addicted students had lower learning satisfaction in online learning environments. Thus, it is essential for institutions to provide effective online instruction, psychological coping tools, and social and behavioral support, which may help reduce internet addiction and minimize its negative impacts on online learning environments during the pandemic.
Fractions have great importance for primary students in mathematics education and are one of the most problematic concepts they encounter in their school life. This research study aimed to examine the effectiveness of a game-based app (Slice Fractions) to help students to develop their academic performance and self-efficacy in fraction skills during distance education. A total of 142 fourth grade students from eight different classes participated to the study. A quasi-experimental method was used to assess the impact of the Slice Fractions game on student learning and self-efficacy of the concept of fractions in the fourth-grade math course. The self-efficacy scale and the diagnose test for fractions were applied to the fourth-grade students. The results showed that the students in the game group had significantly better learning performance in fractions than students in the non-game group. Similarly, the students in the game group had significantly better self-efficacy in fractions than students in the non-game group.
This chapter reports on a four-year study to change how climate change science is taught and learned in schools. The goal of the Climate Change Narrative Game Education (CHANGE) project is to take what is known about reform-based practices, incorporating students' lived experiences into the curriculum, and the integration of Information and Communications Technology (ICT) into the classroom. CHANGE uses the following: scientifically realistic text narratives (text stories with local characters, 50-100 years in the future, a local, place-based approach, a focus on the built environment, the use of simulations and games based on scientific data, and a web-based “intermedia” eBook narrative where sections of narrative text alternate with simulations and computer games. The chapter reports on the ways that we have used the above principles to connect classrooms and communities and school science with academic science to facilitate student inquiry into climate science by combining virtual serious educational games with in class, hands-on inquiry using scientific models.
This chapter reports on a four-year study to change how climate change science is taught and learned in schools. The goal of the Climate Change Narrative Game Education (CHANGE) project is to take what is known about reform-based practices, incorporating students' lived experiences into the curriculum, and the integration of Information and Communications Technology (ICT) into the classroom. CHANGE uses the following: scientifically realistic text narratives (text stories with local characters, 50-100 years in the future, a local, place-based approach, a focus on the built environment, the use of simulations and games based on scientific data, and a web-based “intermedia” eBook narrative where sections of narrative text alternate with simulations and computer games. The chapter reports on the ways that we have used the above principles to connect classrooms and communities and school science with academic science to facilitate student inquiry into climate science by combining virtual serious educational games with in class, hands-on inquiry using scientific models.
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