Computer Gaming and Interactive Simulations for Learning: A Meta-Analysis

Vogel, Jennifer J.; Vogel, David S.; Cannon‐Bowers, Janis A.; Bowers, Clint A.; Muse, Kathryn; Wright, Michelle F.

doi:10.2190/flhv-k4wa-wpvq-h0ym

Cited by 750 publications

(565 citation statements)

References 63 publications

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“…The learning outcomes for these STEM video games ranged from 7 percent to 40 percent better than lecture. 314 The smallest differences were for situations where the control was a classroom taught by a highly interactive teacher (e.g., in the case of the electrostatics game Supercharged! ); the largest differences were for cases where the control was a large college lecture class (e.g., Virtual Cell, which covers college cell biology).…”

Section: Videogames-based Learningmentioning

confidence: 99%

Reforming a Large Foundational Course: Successes and Challenges

Talanquer

Pollard

2017

J. Chem. Educ.

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The Information Technology and Innovation Foundation (ITIF) is a Washington, D.C.-based think tank at the cutting edge of designing innovation policies and exploring how advances in information technology will create new economic opportunities to improve the quality of life. Nonprofit, and nonpartisan, ITIF offers pragmatic ideas that break free of economic philosophies born in eras long before the first punch card computer and well before the rise of modern China. ITIF, founded in 2006, is dedicated to conceiving and promoting new ways of thinking about technology-driven productivity, competitiveness, and globalization for the 21st century.ITIF publishes policy reports, holds forums and policy debates, advises elected officials and their staff, and provides an active resource for the media. It develops new and creative policy proposals, analyzes existing policy issues through the lens of bolstering innovation and productivity, and advocates against policies that hinder digital transformation and innovation. The Information Technology and Innovation Foundation is a 501(c)3 nonprofit organization.

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Section: Videogames-based Learningmentioning

confidence: 99%

Reforming a Large Foundational Course: Successes and Challenges

Talanquer

Pollard

2017

J. Chem. Educ.

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“…An attitude is a tendency to evaluate an object in terms of favorable or unfavorable attribute dimensions (Ajzen, 2001), which distinguishes attitudes from beliefs or opinions (van Aalderen-Smeets, Walma van der Molen, & Asma, 2012). In turn, teaching with computer simulations can positively impact attitudes toward learning (Khan, 2011;Vogel et al, 2006;Zacharia & Anderson, 2003).…”

Section: Introductionmentioning

confidence: 99%

Inquiry-Based Whole-Class Teaching with Computer Simulations in Physics

Rutten

Veen

Joolingen

2015

International Journal of Science Education

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In this study we investigated the pedagogical context of whole-class teaching with computer simulations. We examined relations between the attitudes and learning goals of teachers and their students regarding the use of simulations in whole-class teaching, and how teachers implement these simulations in their teaching practices. We observed lessons presented by 24 physics teachers in which they used computer simulations. Students completed questionnaires about the lesson, and each teacher was interviewed afterwards. These three data sources captured implementation by the teacher, and the learning goals and attitudes of students and their teachers regarding teaching with computer simulations. For each teacher, we calculated an Inquiry-CycleScore (ICS) based on the occurrence and order of the inquiry activities of predicting, observing and explaining during teaching, and a Student-Response-Rate (SRR) reflecting the level of active student participation. Statistical analyses revealed positive correlations between the inquiry-based character of the teaching approach and students' attitudes regarding its contribution to their motivation and insight, a negative correlation between the SRR and the ICS, and a positive correlation between teachers' attitudes about inquiry-based teaching with computer simulations and learning goal congruence between the teacher and his/her students. This means that active student participation is likely to be lower when the instruction more closely resembles the inquiry cycle, and that teachers with a positive attitude about inquiry-based teaching with computer simulations realize the importance of learning goal congruence.

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“…Outro ponto é que investigações existentes carecem de uma metodologia que identifique de forma mais ampla a diversidade de aprendizagens possíveis ao se utilizar um jogo como ferramenta educacional, não apenas centrada em fatos e conceitos (Connolly, Boyle, MacArthur, Hainey, & Boyle, 2012;Svingby & Nilsson, 2011;Vogel, Vogel, Cannon-Bowers, Bowers, Muse & Wright, 2006).…”

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O DJD na formação de professores de Biologia

Oliveira¹,

Osório²,

Dourado³

2017

R Est Inv Psico y Educ

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ResumoA proposta problematiza o currículo da formação inicial de professores de Biologia brasileiros e portugueses, sobre a presença de estratégias que proporcionem a autonomia do aluno na aprendizagem, através do Design de Jogos Digitais (DJD). Este é considerado como uma estratégia de aprendizagem que promove a superação da passsividade do aluno na aquisição de conhecimentos e como consumidor de conteúdos digitais. Como metodologia, a Desing BasedResearch será desenvolvida através de pesquisa documental, entrevistas e intervenções em atividades de formação de professores. Espera-se contribuir para uma futura docência que supere a baseada em memorização e estimule aprendizagem autônoma e conectada à realidade. Palavra-chave: design de jogos digitais; formação de professores; ensino de biologia AbstractThe proposal problematizes the curriculum of the initial training of Brazilian and Portuguese biology teachers, on the presence of strategies that provide students' autonomy in learning, namely the Design of Digital Games (DJD). This is considered as a learning strategy that promotes the overcoming of student passivity in acquiring knowledge and as a consumer of digital content. Design BasedResearch methodology will be developed through documentary research, interviews and interventions in teacher training. It is expected to contribute with a future teaching that surpasses that based on memorization and stimulates autonomous and connected to reality learning. Keywords: game design; teacher training; biology teaching A presente pesquisa busca problematizar a formação de professores de Biologia no Brasil e em Portugal, no sentido de investigar, no currículo dos respetivos cursos de formação inicial, a presença de estratégias de aprendizagem que possibilitem a autonomia do educando como indivíduo imerso na atualidade da Digital Wisdom (DW), tal como definida por Presnky (2011). Objetiva identificar, mais especificamente, estratégias de Design de Jogos Digitais (DJD) nas disciplinas pedagógicas dos cursos de formação de professores. Espera-se que essa estratégia contribua para que os alunos superem seu papel passivo de consumidor das tecnologias, proporcionando espaços de interação, pesquisa e diálogo que levem à aprendizagem. A partir das mudanças nas relações sociais provocadas pelas novas Tecnologias de Informação e Comunicação (TIC) percebe-se de forma imperativa a necessidade da mudança, também das estratégias de ensino. Implicada nessa situação, é desejável que a escola proporcione espaços de aprendizagem colaborativa, onde o aluno possa aprender a procurar e a lidar com diferentes informações e suas diferentes linguagens.Mesmo com todo o aparato tecnológico que vem sendo disponibilizado às escolas desde o tempo dos históricos programas MINERVA em Portugal e PROINFO no Brasil, nas décadas de 80 e 90, somente fornecer equipamentos não garante a melhoria da qualidade de ensino. Há muito já se percebeu que, para além das tecnologias estarem presentes em sala de aula, são necessárias estratégias condizentes com a te...

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Computer Gaming and Interactive Simulations for Learning: A Meta-Analysis

Cited by 750 publications

References 63 publications

Reforming a Large Foundational Course: Successes and Challenges

Reforming a Large Foundational Course: Successes and Challenges

Inquiry-Based Whole-Class Teaching with Computer Simulations in Physics

O DJD na formação de professores de Biologia

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