Learning and motivational impacts of a multimedia science game

Miller, Leslie A.; Chang, Ching-I; Wang, Shu; Beier, Margaret E.; Klisch, Yvonne

doi:10.1016/j.compedu.2011.01.016

Cited by 138 publications

(93 citation statements)

References 15 publications

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“…Many serious game-based research protocols take place in formal settings, such as investigators' labs or classrooms (Barab & Dede, 2007;Barab, Gresalfi, & Ingram-Goble, 2010;Charsky & Ressler, 2011;Kafai, 2009;Kafai, Quintero, & Feldon, 2009;Klopfer, Sheldon, Perry, & Chen, 2012), or in structured, informal environments like museums and after-school programs (Miller, Chang, Wang, Beier, & Klisch, 2011;Squire, 2011;Squire, DeVane, & Durga, 2008). Overall, there is a lack of research that implements serious games in unstructured, informal learning environments where students have absolute choice on where and when to play (National Research Council, 2011).…”

Section: Background and Theoretical Frameworkmentioning

confidence: 98%

Exploring the influence of game design on learning and voluntary use in an online vascular anatomy study aid

Gauthier

Corrin

Jenkinson

2015

Computers & Education

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a b s t r a c tThis research explores the educational impact of an online study aid-game for studying human vascular anatomy (n ¼ 24) versus a similar non-game study aid (n ¼ 22) and how it relates to medical students' demographic traits and voluntary use over a 35-day period. Hierarchical linear regression models revealed that study aid success rate (a metric for assessing performance through the study aids) was a significant predictor of anatomy test improvement with the game (b ¼ 0.41, p ¼ 0.05), but not for the non-game (b ¼ 0.14, p ¼ 0.56). Our analyses suggest that game mechanics encouraged more specific problem-solving strategies than did the control study aid, leading to greater predictability of learning outcomes. There was a non-significant trend among game treatment participants, who were more likely to complete study tasks than those assigned to the control treatment (p ¼ 0.11). It would appear that students' studying habits had the greatest influence (though opposite in both tools) on level of engagement in study aid use. However, contrary to expectations, self-reported gaming habits did not impact participation. Overall, these findings support the integration of game design into undergraduate study aids as a means of increasing use of supplementary educational tools and assessing knowledge.

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Section: Background and Theoretical Frameworkmentioning

confidence: 98%

Exploring the influence of game design on learning and voluntary use in an online vascular anatomy study aid

Gauthier

Corrin

Jenkinson

2015

Computers & Education

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“…For example, studies have suggested that digital games are useful in developing children's cognitive and social abilities (Yien, Hung, Hwang, & Lin, 2011). Researchers have also reported that educational computer games can improve students' interest in learning (Ebner & Holzinger, 2007;Gee, 2003;Prensky, 2001), which in turn increases their learning motivation (Burguillo, 2010;Dickey, 2011;Miller, Chang, Wang, Beier, & Klisch, 2011). Challenging games are frequently used in computer programming training to pursue these goals (Wang & Chen, 2010).…”

Section: Introductionmentioning

confidence: 97%

The benefits of a challenge: student motivation and flow experience in tablet-PC-game-based learning

Hung

Sun

2015

Interactive Learning Environments

145

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Advances in technology have led to continuous innovation in teaching and learning methods. For instance, the use of tablet PCs (TPCs) in classroom instruction has been shown to be effective in attracting and motivating students' interest and increasing their desire to participate in learning activities. In this paper, we used a TPCs gamean iPad app called Motion Math: Hungry Fish -to help young students learn to theoretically understand and practically implement the mathematical concepts of addition and subtraction. Based on findings from a pilot study, we categorized the game's 18 levels of difficulty into "challenging" (experimental group) and "matching" (control group) games. We aimed to investigate whether challenging games were more able than matching games to improve the students' motivation, flow experience, self-efficacy for technology, self-efficacy for science, feelings about the TPC game, and satisfaction with the learning approach. The findings showed that the students in the experimental group achieved better flow experience, learning performance, and satisfaction.

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“…Papastergiou 2009), facilitate knowledge acquisition (e.g. Miller et al 2011), increase task engagement (e.g. Annetta et al 2009), and foster specific abilities such as problem solving and collaboration (e.g.…”

Section: Serious Games In Science Educationmentioning

confidence: 99%

The use of serious games in science education: a review of selected empirical research from 2002 to 2013

et al. 2015

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This research aims to systematically review the empirical studies on the use of serious games in science education from 2002 to 2013. To this end, the Science Citation Index and the Social Science Citation Index databases were used as the literature sources and a total of 53 empirical studies were identified as the review targets. A coding scheme including three major dimensions, namely, the game, pedagogy and research method dimensions, was developed, and, with this coding scheme, a series of content analyses were conducted. These analyses identified several significant research trends among the empirical studies using serious games in science education published from 2002 to 2013, including the following: (1) a surge of interest in the use of serious games in science education was revealed; (2) adventure/role-playing games were the most popular game type used in the reviewed empirical studies; (3) knowledge construction was the major learning goal of these serious games used in science educational settings; (4) most of the reviewed studies were concerned with interdisciplinary learning; (5) relatively fewer studies explicitly introduced the educational theoretical foundations for using serious games in science education or the instructional strategies coupled with the use of serious games; (6) quantitative research designs constituted the most commonly used research approach; and (7) a majority of the reviewed studies focused on investigating the effectiveness of serious games from the perspective of cognitive outcomes. The educational implications and directions for further research derived from the findings of this study are further discussed.

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Learning and motivational impacts of a multimedia science game

Cited by 138 publications

References 15 publications

Exploring the influence of game design on learning and voluntary use in an online vascular anatomy study aid

Exploring the influence of game design on learning and voluntary use in an online vascular anatomy study aid

The benefits of a challenge: student motivation and flow experience in tablet-PC-game-based learning

The use of serious games in science education: a review of selected empirical research from 2002 to 2013

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