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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
ARTICLE

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Computers & Education Volume 57, Number 3, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

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 data, survey data, and observational data collected during implementations in Taiwan and the United States with students in grades 7–9. Results demonstrate learning on some core disciplinary measures and high levels of learner engagement, indicating the potential benefits of this genre of conceptually-integrated games, but also suggesting that further research and development will be needed to more fully harness this potential. Encouragingly, striking similarities were observed across the two countries in terms of learning and engagement, suggesting that this genre of learning games may prove suitable for engaging students in active exploration of core science concepts across multiple countries.

Citation

Clark, D.B., Nelson, B.C., Chang, H.Y., Martinez-Garza, M., Slack, K. & D’Angelo, C.M. (2011). Exploring Newtonian mechanics in a conceptually-integrated digital game: Comparison of learning and affective outcomes for students in Taiwan and the United States. Computers & Education, 57(3), 2178-2195. Elsevier Ltd. Retrieved May 19, 2019 from .

This record was imported from Computers & Education on January 30, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2011.05.007

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