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Enhancing 5th graders’ science content knowledge and self-efficacy through game-based learning
ARTICLE

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Computers & Education Volume 59, Number 2, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

Many argue that games can positively impact learning by providing an intrinsically motivating and engaging learning environment for students in ways that traditional school cannot. Recent research demonstrates that games have the potential to impact student learning in STEM content areas and that collaborative gameplay may be of particular importance for learning gains. This study investigated the effects of collaborative and single game player conditions on science content learning and science self-efficacy. Results indicated that there were no differences between the two playing conditions; however, when conditions were collapsed, science content learning and self-efficacy significantly increased. Future research should focus on the composition of collaboration interaction among game players to assess what types of collaborative tasks may yield positive learning gains.

Citation

Meluso, A., Zheng, M., Spires, H.A. & Lester, J. (2012). Enhancing 5th graders’ science content knowledge and self-efficacy through game-based learning. Computers & Education, 59(2), 497-504. Elsevier Ltd. Retrieved November 14, 2019 from .

This record was imported from Computers & Education on April 18, 2013. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ966992

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