Research into educational technology has evaluated new computer‐based systems as tools for improving students’ academic performance and engagement. Serious games should also be considered as an alternative pedagogical medium for attracting students with different needs and expectations. In this field study, we empirically examined different forms of serious‐game use for learning on learning performance and attitudes of eighty 13‐year‐old students in the first grade of middle school. Divided into four groups of 20 students, each group practiced with a maths video game in three ways. The first group played the storytelling maths game, the second played the same game but with no story and the third played and modified the video game. Finally, a control group practised in a paper‐based (traditional) way by solving exercises. Although only minor differences in learning performance were identified, we found significant differences in the attitudes of the students toward learning through the video game. Students who are not motivated by conventional paper‐based assignments might be engaged better with the use of a video game. Our findings suggest that video game pedagogy could provide malleable learning for different groups of students using methods that move beyond the conventional tool‐based approach.
A video abstract of this article can be viewed at https://www.youtube.com/watch?v=9Kec_mSG-dE.
Purpose
This study aims to explore the effects of an alternative learning environment, such as the video game making (VGM) within science content, on computational thinking (CT) skills development and student performance.
Design/methodology/approach
A didactic intervention was performed for five weeks. Two student groups were taught the same computational concepts in two ways. One group was taught by constructing a video game within science content to practice science and computing curriculum while the other group constructed appropriately designed projects to practice only the computing curriculum. Additionally, the students constructed a pretest project before the beginning of the intervention and a post-test project after its end. Results were based on quantitative and qualitative code analysis and interviews from the students.
Findings
VGM within science content resulted in projects with more CT skills and also supported students to effectively apply their acquired coding skills, after the end of the intervention.
Practical implications
The results of this study suggest an interdisciplinary environment, such as the VGM within science content, which can effectively support CT skills development and computing curriculum.
Originality/value
Although VGM has been successfully applied to teach science content, this study explored the potential influence of this learning environment on CT skills development and coding fluency. Such interdisciplinary educational environments could be applied in the typical school settings to promote a plethora of skills and academic contents.
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