You are here:

Effects of a Game-based Metaphor on Instructional Activity Design on Learning Outcomes in a Middle School General Science Class
PROCEEDINGS

, , West Virginia University, United States

Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study investigated the effects of a game-like environment on instructional activity design on learning outcomes in a middle school general science class. The participants for this study were 165 students, ages 13-14 years old, who were enrolled in 8th grade at a mid-Atlantic middle school. For this study an introductory biology unit was designed using a game-like curricular structure. The results indicated that the instructional design of the unit using a game-like environment was successful and students exhibited learning.

Citation

Dowling, A. & Ahern, T. (2013). Effects of a Game-based Metaphor on Instructional Activity Design on Learning Outcomes in a Middle School General Science Class. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 2836-2838). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved February 19, 2019 from .

View References & Citations Map

References

  1. Baker, C. (2008, March). Trying to design a truly entertaining game can defeat even a certified genius. Wired, 16(4). Retrieved from http://www.wired.com/gaming/gamingreviews/magazine/16-04/pl_games Bateson, G. (1972). Steps to an ecology of mind. NY: Ballantine.
  2. Gee, J.P. (2003). What videogames have to teach us about learning and literacy. NY: Palgrave Macmillan.
  3. Heibert, J., & Stigler, J.W. (2004). A world of difference: Classrooms abroad provide lessons in teaching math and science. Journal of Staff Development, 24(4), 10-15.
  4. Huizinga, J. (1955). Homo ludens: A study of the play element in culture. Boston: Beacon Press.
  5. Kaptelin, V., & Cole, M. (2002). Individual and collective activities in educational computer game playing. In T. Kosmann, R. Hall, & N. Miyake (Eds.), g2057CSCL 2: Carrying forward the conversation (pp. 303–316).
  6. Klopfer, E., Osterweil, S., & Salen, K. (2009). Moving learning games forward. Retrieved from http://education.mit.edu/papers/MovingLearningGamesForward_EdArcade.pdf Menn, D. (1993, October). Multimedia in education. PC World, M52-M60
  7. Prensky, M. (2001). Digital game-based learning. NY: McGraw-Hill Companies.
  8. Prensky, M. (2002). The motivation of gameplay or, the real 21st century learning revolution. On the Horizon, 10(1). U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2009 Science Assessment.
  9. Vogel, J.J., Vogel, D., Cannon-Bowers, J., Bowers, C., Muse, K., & Wright, M. (2006). Computer gaming and interactive simulations for learning: A meta-analysis. Journal of Educational Computing Research, 34(3), 229-243.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.