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The atomic intrinsic integration approach: A structured methodology for the design of games for the conceptual understanding of physics
ARTICLE

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

Abstract

Computer simulations combined with games have been successfully used to teach conceptual physics. However, there is no clear methodology for guiding the design of these types of games. To remedy this, we propose a structured methodology for the design of conceptual physics games that explicitly integrates the principles of the intrinsic integration approach for designing instructional games (Habgood & Ainsworth, 2011) with an atomic analysis of the structure of games (Cook, 2007; Cousins, 2005; Koster, 2005). To test this approach, we redesigned an existing game to teach electrostatics and compared the educational effectiveness of the original and redesigned versions. Our studies also compared an endogenous fantasy version of the game with a non-fantasy version.Our results showed that students who played the game which had been redesigned using the Atomic Intrinsic Integration Approach achieved a statistically significant improvement in results and showed fewer conceptual problems than the students who played the original version. The fantasy and non-fantasy versions, however, did not display any significant differences in outcomes. Based on the analysis and redesign of the game, we defined one possible methodology to assist in the design of games for the conceptual understanding of physics.

Citation

Echeverría, A., Barrios, E., Nussbaum, M., Améstica, M. & Leclerc, S. (2012). The atomic intrinsic integration approach: A structured methodology for the design of games for the conceptual understanding of physics. Computers & Education, 59(2), 806-816. Elsevier Ltd. Retrieved July 15, 2019 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2012.03.025

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