Search results for author:"Mario Martinez-Garza"
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Studies in Science Education Vol. 49, No. 2 (2013) pp. 170–208
This review synthesises research on digital games and science learning as it supports the goals for science proficiency outlined in the report by the US National Research Council on science education reform. The review is organised in terms of these ...
Douglas B. Clark; Pratim Sengupta; Corey E. Brady; Mario M. Martinez-Garza; Stephen S. Killingsworth
International Journal of STEM Education Vol. 2, No. 1 (2015)
Background: In this paper, we investigate the relationship between theory and design in the context of creating digital games to support children's development of scientific expertise. Synthesis: Theoretically, we consider two frameworks--Knowledge...
Douglas B. Clark; Stephanie Touchman; Mario Martinez-Garza; Frank Ramirez-Marin; Tina Skjerping Drews
Computers & Education Vol. 58, No. 4 (May 2012) pp. 1207–1224
Research over the past fifteen years has investigated and developed online science inquiry environments to support students engaging in authentic scientific inquiry practices. This research has focused on developing activity structures and tools to...
Exploring Newtonian mechanics in a conceptually-integrated digital game: Comparison of learning and affective outcomes for students in Taiwan and the United States
Douglas B. Clark; Brian C. Nelson; Hsin-Yi Chang; Mario Martinez-Garza; Kent Slack; Cynthia M. D’Angelo
Computers & Education Vol. 57, No. 3 (November 2011) pp. 2178–2195
This study investigates the potential of a digital game that overlays popular game-play mechanics with formal physics representations and terminology to support explicit learning and exploration of Newtonian mechanics. The analysis compares test...
SURGE’s Evolution Deeper into Formal Representations: The Siren’s Call of Popular Game-Play Mechanics
Douglas Clark; Satyugjit Virk; Pratim Sengupta; Corey Brady; Mario Martinez-Garza; Kara Krinks; Stephen Killingsworth; John Kinnebrew; Gautam Biswas; Jacqueline Barnes; James Minstrell; Brian Nelson; Kent Slack; Cynthia D'Angelo
International Journal of Designs for Learning Vol. 7, No. 1 (Feb 03, 2016)
We have iteratively designed and researched five digital games focusing on Newtonian dynamics for middle school classrooms during the past seven years. The designs have evolved dramatically in terms of the roles and relationships of the formal...