Learning Physics with Digital Game Simulations in Middle School Science
Learning Physics with Digital Game Simulations in Middle School Science
复制标题
在中学科学中通过数字游戏模拟学习物理
DOI：
10.1007/s10956-013-9438-8
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发表时间：
2013
影响因子：
4.4
通讯作者：
Michael Barnett
中科院分区：
文献类型：
--
作者：
Janice L. Anderson;Michael Barnett
本研究的目的是分享我们在使用电子游戏技术来促进中学生对基本电磁学的理解方面的发现。为此，我们探讨了使用一款名为Supercharged的游戏的影响!对中学生电磁概念的理解与对相同概念进行更传统的探究式调查的学生相比。这项研究是一个更大的设计实验的一部分，检查增压的教学潜力!控制组通过一系列的引导式探究方法进行学习，而实验组则玩Supercharged!在科学课程的实验室部分。对照组和实验组在评估前后的增益上存在显著差异，F（2，91）= 3.6，p <0.05，η 2 = 0.77。此外，实验组的学生能够对电场的描述以及距离对电荷由于与增压器的相互作用而经历的力的影响做出更细致入微的反应!游戏.这项研究的结果表明，视频游戏可以导致积极的学习成果，从评估前到评估后的考试成绩和学生面试的增加证明。这项研究还表明，一种互补的方法，其中视频游戏和动手活动相结合，每个活动通知其他，可能是一个非常强大的技术，支持学生的科学理解。此外，我们的研究结果表明，游戏设计者应该嵌入元认知活动，如反思的机会到教育视频游戏，以提供脚手架的学生，并加强他们从事教育学习经验。
The purpose of this work is to share our findings in using video gaming technology to facilitate the understanding of basic electromagnetism with middle school students. To this end, we explored the impact of using a game called Supercharged! on middle school students’ understanding of electromagnetic concepts compared to students who conducted a more traditional inquiry-oriented investigation of the same concepts. This study was a part of a larger design experiment examining the pedagogical potential of Supercharged! The control group learned through a series of guided inquiry methods while the experimental group played Supercharged! during the laboratory sections of the science course. There was significant difference, F(2,91) = 3.6, p < 0.05, η2 = 0.77, between the control and experimental groups on the gains from pre- to post-assessment. Additionally, students in the experimental group were able to give more nuanced responses about the descriptions of electric fields and the influence of distance on the forces that charges experience due to their interactions with the Supercharged! game. Results of this study show that video games can lead to positive learning outcomes, as demonstrated by the increase in test scores from pre- to post-assessment and the student interviews. This study also suggests that a complementary approach, in which video games and hands-on activities are integrated, with each activity informing the other, could be a very powerful technique for supporting student scientific understanding. Further, our findings suggest that game designers should embed meta-cognitive activities such as reflective opportunities into educational video games in order to provide scaffolds for students and to reinforce that they are engaged in an educational learning experience.