Game-Based Learning Analytics in Physics Playground

Shute, Valerie J.; Rahimi, Seyedahmad; Smith, Ginny

doi:10.1007/978-981-32-9335-9_4

Cited by 8 publications

(8 citation statements)

References 25 publications

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“…When students click on the help button, a popup menu shows three options: Show me the Physics (see Figure 4); Show me a solution or a Hint ; and Show me Game Tips . Each support is briefly described below, but for more details and illustrations of the supports, see Shute, Almond, and Rahimi (2019) and Shute, Ke, et al (2019).…”

Section: Methodsmentioning

confidence: 99%

“…Clark, Virk, Barnes, & Adams, 2016; Leemkuil & de Jong, 2012; Sampayo‐Vargas, Cope, He, & Byrne, 2013). Finally, incorporating learning supports into a game to maximize learning without losing the fun of gameplay has been an important and unresolved challenge in game‐based learning research for over a decade (Shute, Almond, & Rahimi, 2019; Shute, Ke, et al, 2019; Squire, 2006).…”

Section: Introductionmentioning

confidence: 99%

“…There are thus three main aims of the current study to address these gaps. First, we want to establish the psychometric qualities of a stealth assessment methodology used in the game – Physics Playground ( PP ; Shute, Almond, & Rahimi, 2019). Second, we plan to evaluate the effects of three different conditions of the game (i.e.…”

Section: Introductionmentioning

confidence: 99%

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Maximizing learning without sacrificing the fun: Stealth assessment, adaptivity and learning supports in educational games

Shute

Rahimi

Smith

et al. 2020

Computer Assisted Learning

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In this study, we investigated the validity of a stealth assessment of physics understanding in an educational game, as well as the effectiveness of different game-level delivery methods and various in-game supports on learning. Using a game called Physics Playground, we randomly assigned 263 ninth-to eleventh-grade students into four groups: adaptive, linear, free choice and no-treatment control. Each condition had access to the same in-game learning supports during gameplay. Results showed that: (a) the stealth assessment estimates of physics understanding were valid-significantly correlating with the external physics test scores; (b) there was no significant effect of game-level delivery method on students' learning; and (c) physics animations were the most effective (among eight supports tested) in predicting both learning outcome and in-game performance (e.g. number of game levels solved). We included student enjoyment, gender and ethnicity in our analyses as moderators to further investigate the research questions.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Maximizing learning without sacrificing the fun: Stealth assessment, adaptivity and learning supports in educational games

Shute

Rahimi

Smith

et al. 2020

Computer Assisted Learning

Self Cite

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show abstract

“…This assessment method is called stealth assessment (Shute, 2011). In Physics Playground (Shute et al, 2019), participants have the goal of leading a ball into a balloon. To do so, they can draw objects and create simple machines (such as levers or springboards) on their computer screen which then interact with the game’s environment.…”

Section: Expanding Our Research Agendamentioning

confidence: 99%

Creativity is our gig: Focusing on the positive and practical.

Kaufman¹,

Arrington²,

Barnett³

et al. 2022

Translational Issues in Psychological Science

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“…Within the wider field of adult education research, the implementation of game-based learning has been observed to result in a range of benefits across a variety of disciplines. These benefits have included fostering student enthusiasm and motivation (Sailer & Homner, 2020;Zainuddin et al, 2020), providing learners with an ability for their skills to be recognised (Bai et al, 2020) and enhancing student enjoyment when studying challenging concepts such as physics (Asiksoy, 2018;Forndran & Zacharias, 2019;Malahito & Quimbo, 2020;Shute et al, 2019). There is also some evidence to support enhancements to overall student performance across disciplines such as biotechnology (Bonde et al, 2014), information literacy (Knautz et al, 2014) and computer science (Ibanez et al, 2014).…”

mentioning

confidence: 99%

Promoting learning of biomechanical concepts with game-based activities

Keogh

Moro

Knudson

2021

Sports Biomechanics

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BackgroundMany students avoid or withdraw/drop out of science, technology, engineering and mathematics (STEM) majors (including biomechanics) due to anxiety about science and mathematics. Physics education research has documented that many students fear and dislike university physics and these negative perceptions persist even after the course is completed (Docktor & Mestre, 2014;McDermott, 1991). This parallels the anxiety and negative perception of biomechanics held by many kinesiology/sport and exercise science majors (Hamill, 2007;Wallace & Kernozek, 2017) often resulting in poor student mastery of concepts and high dropout, fail, and withdrawal rates for the course. To address this anxiety and improve their academic performance, extensive physics education research has been conducted, with large improvements in learning reported for active learning approaches compared to traditional lecture (Bao & Koenig, 2019;Beichner et al., 2007;Hake, 1998). The evidence for the greater university student engagement and effectiveness of active learning across many fields of education and science is compelling (Driessen et al., 2020;Freeman et al., 2014;Prince, 2004;Springer et al., 1999) and evidence for the efficacy and utility of specific active learning techniques has been summarised in a systematic review (McConnell et al., 2017).Sports biomechanics scholars have consistently reported 15-48% greater mean student learning of sport and exercise biomechanics concepts with active learning approaches compared to traditional lecture alone (Knudson, 2019;Knudson & Wallace, 2019;Riskowski, 2015). There is also evidence that these benefits to learning can be obtained from both low-tech and high-tech approaches (Knudson, 2019;Knudson & Wallace, 2019;Soneral & Wyse, 2017). There is one area, however, where potential improvements in student engagement and learning of biomechanics has not been explored. This area is the use of game-based learning activities. Game-based learning activities are another way to provide interactive and engaging learning activities that sports science university students enrolled in biomechanics courses feel would improve their learning, especially when taught in a blended learning environment (Keogh et al., 2017). This editorial summarises the research on game-based learning for university students and recommends university-level biomechanics educators try these methods and document their effects on improving student learning. Game-based learningIn biomechanics, students often require the ability to integrate a number of mathematics, physics, anatomy and analytical skills to fully comprehend the concepts (Abraham et al., SPORTS BIOMECHANICS

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Game-Based Learning Analytics in Physics Playground

Cited by 8 publications

References 25 publications

Maximizing learning without sacrificing the fun: Stealth assessment, adaptivity and learning supports in educational games

Maximizing learning without sacrificing the fun: Stealth assessment, adaptivity and learning supports in educational games

Creativity is our gig: Focusing on the positive and practical.

Promoting learning of biomechanical concepts with game-based activities

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