Exploring Newtonian mechanics in a conceptually-integrated digital game: Comparison of learning and affective outcomes for students in Taiwan and the United States

Clark, Douglas B.; Nelson, Brian; Chang, Hsin-Yi; Martinez-Garza, Mario; Slack, Kent; D’Angelo, Cynthia

doi:10.1016/j.compedu.2011.05.007

Cited by 143 publications

(92 citation statements)

References 45 publications

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“…These games help students to explore demanding concepts emphasizing research process and not to mechanically learning that most of Traditional Teaching Methods use .In 2006 Federation of American Scientists in a report said that digital games is a great new tool for education prompting governmental and private organizational support to fund research into the application of complex gaming environments for learning (FAS, 2006). In 2009, a special issue of Science did the same proposal [23]. The well-designed games, are challenging, provide immediate feedback, the player participate actively [22] develop plans and strategies, observe their results.…”

Section: Introductionmentioning

confidence: 99%

“…The studies show that learning is possible when it occurs in contexts that are culturally, linguistically, and cognitively meaningful and relevant to students. Learning is a cultural process even within a single class [23]. The experiences which are gained by the students in a classroom affect their attitudes and beliefs about the physics and learning physics [5].…”

Section: Introductionmentioning

confidence: 99%

“…The curricula of most countries focus on breadth than in depth of scientific knowledge and thus do not provide adequate opportunity for inquiry-related learning But international and national science standards call for inquiry learning and a focus on depth of understanding [23]. Inquiry-based learning is the dominant factor that leads to good science education [30].…”

Section: Introductionmentioning

confidence: 99%

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ICTs based Physics Learning

Drigas

Kontopoulou

2016

Int. J. Eng. Ped.

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Abstract-In this paper we concentrate on the implementation and the results of teaching and learning methods which are based on use of Information and Communication Technologies (ICTs) for understanding of Physics concepts. These methods are simulations, virtual reality, video games and were used to students of all levels, from elementary school to university for undergraduates and postgraduates students. Also these methods include a wide representative range of Physics` branches.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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ICTs based Physics Learning

Drigas

Kontopoulou

2016

Int. J. Eng. Ped.

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“…It is assumed that the elements that make video games fun along with the nature of games themselves are intrinsically motivating [9] so applying game elements to the classroom may increase students' intrinsic motivation to learn [10]. The use of video games can also improve students' engagement and learning outcomes [11] and can be used to tailor difficulty progression that facilitates scaffolded instruction based on each individual student's needs [10]. Video games offer a visual display of progress -e.g.…”

Section: The Gamification Of Education and Educational Videogames (Evgs)mentioning

confidence: 99%

The Role of Perceived Relevance and Attention in Teachers’ Attitude and Intention to Use Educational Video Games

Sánchez-Mena

Martí-Parreño

Manzano

2017

Int. J. Emerg. Technol. Learn.

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Abstract-Educational video games (EVGs) are becoming a trending topic in education as a new teaching methodology which can help teachers to increase students' attention and engagement during the learning process. Nevertheless, despite an increasing academic interest in EVGs little research has been devoted to delve into teacher's beliefs affecting their attitude towards EVGs and how these beliefs also affect their intention to use EVGs in their courses. Using Keller's ARCS model as a theoretical framework, the role of perceived relevance and attention in teachers' attitude and intention to use EVGs is analyzed. To do so a research model is tested using a sample of 312 Higher Education teachers via structural equation modeling to predict teachers' attitude and behavioral intention to use EVGs in their courses. Results suggest that perceived attention drawn by EVGs is a factor affecting teachers' intentions to use EVGs in their courses. Perceived relevance was not found to affect directly neither attitude nor intention to use while teachers' perceived attention was found to affect teachers' perceived relevance of EVGs. Limitations of the study, implications for managers, and future research lines are addressed at the end of the paper.

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“…Leisure game industry has established a series of unified standards in the product process, but for serious games for learning the situation still suffers from fragment and lack of coherence, therefore lots of efforts [31], [25], [5], [47], [15], [43], [51] were invested to study the system design and development of the game-based learning system platforms. Up to now, a broad range of curricula have been redesigned for game-based learning environments [24], [28], [44], [35], [12]. Compared with commercial entertainment games, game-based learning systems have two different points: (1) need more powerful supports of artificial intelligence, so the development of serious games is more complex and difficult; (2) the development of serious games is left largely to independent designers and research organization, meaning almost there is no companies involved into this field.…”

Section: Serious Game and Science Educationmentioning

confidence: 99%

Intelligent tutoring Module for a 3Dgame-based science e-learning platform

Liu

Barba-Guamán

Valdiviezo-Díaz

et al. 2017

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The three-dimensional (3D) game-based intelligent science tutoring system (GIST) is an e-learning platform for science. The individual complexity of 3D games and conventional intelligent tutoring systems (ITS) results in extra complexities in system design and development of GIST. It is significant to develop practical GIST, not just to seek the powerful ones. The main contribution of this paper is the lightweight modelling of the intelligent tutoring module based on the brief-desire-intention (BDI) framework. The tutoring module, which is implemented by integration of the BDI framework into a game actor, can be able to suggest to each student specific learning tasks based on his/her learning histories. As a study case, algebra-based physics are intentionally chosen as the learning contents in this 3D game-based learning system, since the most of existing 3D game-based learning systems only focused on the qualitative understanding of physical concepts. Our proposed modelling is only based on the BDI reasoning mechanism, so it can be easily extended to obtain practical GIST by using standard game engines.Resumen El juego serio en tres dimensiones (3D), basado en un tutor de sistema inteligente (GITS) para una plataforma e-learning de ciencias. La complejidad de un juego en 3D y de los sistemas de tutoría inteligente hacen difícil el desarrollo de un GIST, es decir, el desarrollo práctico de este. La principal contribución de la investigación es un modelo ligero de un módulo de tutor inteligente basado en la estructura de conciso-necesidadintensión(BDI). El módulo tutor, se implementó para integrar la estructura (BDI) en el actor de juego, este puede ser capaz de sugerir a cada estudiante una tarea específica basado en su historial de aprendizaje. Un caso de estudio es la física basada en el álgebra, se escogió intencionalmente como un contenido de aprendizaje en este juego serio en 3D, ya que la mayoría de estos sistemas de aprendizaje solamente se enfocan en la comprensión cualitativa de los conceptos físicos. Nuestro modelo propuesto solamente se basa en un mecanismo de razonamiento del BDI, de esta manera puede ser fácilmente ampliado y obtener un GIST mediante el uso de motores de juego estándar.

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Exploring Newtonian mechanics in a conceptually-integrated digital game: Comparison of learning and affective outcomes for students in Taiwan and the United States

Cited by 143 publications

References 45 publications

ICTs based Physics Learning

ICTs based Physics Learning

The Role of Perceived Relevance and Attention in Teachers’ Attitude and Intention to Use Educational Video Games

Intelligent tutoring Module for a 3Dgame-based science e-learning platform

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