Gaming in a 3D multiuser virtual environment: engaging students in Science lessons

Lim, Cher Ping; Nonis, Darren Anthonio Marino; Hedberg, John

doi:10.1111/j.1467-8535.2006.00531.x

Cited by 195 publications

(106 citation statements)

References 18 publications

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“…Lim, Nonis and Hedberg (2006) observed that students are more motivated when allowed to use multi-user cyber games during their lessons. Abrams' (2008) study showed that the motivation test statistically supports playing computer games to increase student motivation as well as increasing their interest in math.…”

Section: Discussionmentioning

confidence: 99%

The Effect of Educational Computer Games on Student Motivation in Learning English/İngilizce Öğrenmede Eğitsel Bilgisayar Oyunu Kullanmanın Motivasyona Etkisi

Donmuş¹,

Gürol²

2014

e-uead

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The purpose of study is to determine the effect of using educational computer games on the motivation of students in regard to English language learning. The study was conducted using sixth grade students attending Vali Lütfullah Bilgin Primary School in Elazığ in Turkey. During the application period in which the quantitative research approach was used, an educational computer game related to the unit "Mathematical Problems" and designed by the researcher was presented to the students. The experimental group consisted of 33 students, while the control group consisted of 36 students. The experimental group was exposed to both the sixth grade English Lessons Program of The Ministry of Education (ELPME) and the educational computer game, while the control group was only exposed to the sixth grade ELPME. During the data collection period, a CIS (Course Interest Survey), developed by Keller and adapted to Turkish by Varank, was used to the determine students' motivation in regard to learning English. This tool was used as a pre-and end-test for both groups.As a result of the analysis, it was determined that the learning environments enriched by the educational computer games had a positive effect on the students' motivation, to a limited extend. Therefore, this study shows that educational computer games can be used to enrich learning environments at the primary education level. This study also revealed the necessity of extending the use of educational computer games in English learning.

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Section: Discussionmentioning

confidence: 99%

The Effect of Educational Computer Games on Student Motivation in Learning English/İngilizce Öğrenmede Eğitsel Bilgisayar Oyunu Kullanmanın Motivasyona Etkisi

Donmuş¹,

Gürol²

2014

e-uead

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“…It builds on earlier research studies on the implementation of QA in the United States (Barab, Thomas, Dodge, Carteaux & Tuzun, 2005) and Singapore (Lim, Nonis & Hedberg, 2006). The main outcome of these works is the building of a socially responsive online environment and context that is academically valuable, game like, and engaging to students of both genders.…”

Section: Background To the Researchmentioning

confidence: 99%

“…The basic philosophy of inquiry based learning is to make learning more meaningful, more transferable to various situations out of a specific context, and more conducive to self directed lifelong learning (Lim, Nonis & Hedberg, 2006). NWREL (1997) suggests that in practice, inquiry often occurs on a continuum.…”

Section: Inquiry Based Learning and Quest Atlantismentioning

confidence: 99%

Engaging academically at risk primary school students in an ICT mediated after school program

Tay

Lim

2008

AJET

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This case study documents how a group of 14 academically at risk Primary 5 students (11 year olds) were engaged in academic related tasks in an after school program mediated by a 3-D Multi-User Virtual Environment (MUVE). Although there was no significant difference in the students' academic performance, they were found to be more engaged in the learning tasks and had acquired a range of information and communication technology (ICT) skills. At the start of the program students attended irregularly, but this improved gradually over the weeks, and other Primary 5 students were attracted to enrol in the program. The planned schedule of the after school program and the 3-D MUVE provided the structures and online learning environment to engage these students. This paper reports on the after school program from the perspectives of the students and teachers, emphasising its context, that is, the school setting. The main finding suggests that the role of ICT has to go beyond the role of a mediating tool. It has to entice these students to be first interested in the virtual learning environment and subsequently in the content embedded within this environment. Thus ICT becomes a means to an end as well as an end by itself, in this process of engaging students. This finding has design implications especially for the use of ICT to engage academically at risk students. IntroductionStudents' academic achievements in many countries have always been measured in terms of test scores, grades in high stakes paper and pencil tests, and other forms of assessments. Assessment is an important process in teaching and learning as it is not only a form of feedback to students, it is also a form of accountability to the other stakeholders -parents and political leaders -about the quality of the educational system. However, it is common to observe that there is a small percentage of students who constantly are not performing up to the expected standards. They often run the risk of giving up in school and worse, their own learning. This is particularly detrimental when it happens to students who are still in their elementary levels (Girod, Martineau & Zhao, 2004;Margolis & McCabe, 2006). Some may argue that these students may have some forms of learning disability or difficulty. However, in the Singapore school system, students with disabilities are usually channelled to special schools and programs for further assistance. Factors such as students' motivation and their socio-economic status usually account for students' poor academic performance in the mainstream schools (see Quah, Sharpe, Lim & Heng, 1999; and Mukhopadhaya, 2003 for Singapore Education Policy and possible 522 Australasian Journal of Educational Technology, 2008, 24(5) factors affecting students' academic achievements). Although the socio-economic status of these students is beyond the control of the schools, schools have a social responsibility to reach out to these academically at risk students using new and innovative ways to engage them in learning and school re...

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“…For example, Lim et al (2006) question the assumption that students' engagement in computer game play necessarily leads to engagement in the learning task embedded in the setting. In their study, they found that the computer game Quest Atlantis succeeded to serve as an intrinsic motivation factor, but that some students were so immersed in the game world that they lost focus on their school assignment.…”

Section: Computer Game Play In Educational Settings As a Motivationalmentioning

confidence: 99%

Simulated Sustainable Societies: Students’ Reflections on Creating Future Cities in Computer Games

Nilsson

Jakobsson

2010

J Sci Educ Technol

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The empirical study, in this article, involved 42 students (ages 14 15), who used the urban simulation computer game SimCity 4 to create models of sustainable future cities. The aim was to explore in what ways the simulated ''real'' worlds provided by this game could be a potential facilitator for science learning contexts. The topic investigated is in what way interactions in this gaming environment, and reflections about these interactions, can form a context where the students deal with real world problems, and where they can contextualise and apply their scientific knowledge. Focus group interviews and video recordings were used to gather data on students' reflections on their cities, and on sustainable development. The findings indicate that SimCity 4 actually contributes to creating meaningful educational situations in science classrooms, and that computer games can constitute an important artefact that may facilitate contextualisation and make students' use of science concepts and theories more explicit.

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Gaming in a 3D multiuser virtual environment: engaging students in Science lessons

Cited by 195 publications

References 18 publications

The Effect of Educational Computer Games on Student Motivation in Learning English/İngilizce Öğrenmede Eğitsel Bilgisayar Oyunu Kullanmanın Motivasyona Etkisi

The Effect of Educational Computer Games on Student Motivation in Learning English/İngilizce Öğrenmede Eğitsel Bilgisayar Oyunu Kullanmanın Motivasyona Etkisi

Engaging academically at risk primary school students in an ICT mediated after school program

Simulated Sustainable Societies: Students’ Reflections on Creating Future Cities in Computer Games

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