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

Meluso, Angela; Zheng, Meixun; Spires, Hiller A.; Lester, James C.

doi:10.1016/j.compedu.2011.12.019

Cited by 179 publications

(127 citation statements)

References 22 publications

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“…Mobile game-based learning seem to have the potential to enhance formal education for 5 th and 6 th graders, which agrees with what Meluso et al [34] found in another study. The most positive findings relate to the learning outcomes, as almost all the interviewees expressed that they learned from the outdoor sessions.…”

Section: Discussionsupporting

confidence: 82%

Learning by Walking - Pokémon Go and Mobile Technology in Formal Education

Mozelius¹,

Bergström²,

Jaldemark³

2017

ICERI Proceedings

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Peripatetic group learning has a long history that dates back to the walking sessions that Plato and Aristotle led in the Lyceum of Athens. Other teachers in ancient Greece also frequently used play and physical training didactically. Pokémon Go has a relatively short history (starting in the summer of 2016), but this location-based game had a faster global spread than anyone could have imagined. In the first week after its release, the game became the most downloaded app in history. In Pokémon Go, the players use real-world maps on which buildings, roads and water are correctly indicated. The game is played on mobile devices; the Pokémon figures pop up on maps and can be captured with virtual balls. To catch the Pokémon figures, players must physically move to the place where the figure is located; thus, unlike most other digital games, Pokémon Go involves outdoor activities such as long walks.With its high degree of physical activity, Pokémon Go has attracted researchers' attention for use as an exergame. Several researchers are also looking at Pokémon Go's use as an augmented-reality game. In this study, the focus is on Pokémon Go's use as a mobile-learning game and on the potential for outdoor activities in formal education. In this study, two primary school classes used the game for learning sessions in mathematics and social science. The aim of this study is to discuss students' expressions regarding how a location-based game such as Pokémon Go could be used as a tool for outdoor activities in formal education.Each primary school class was divided into groups of three to four students each for planned lessons that included walks. Each group had one or two smartphones to stimulate collaboration between students. The walks included PokéStops where teachers conducted planned sessions; later, the teachers followed up on the outdoor lessons within a traditional classroom setting. Data were gathered from group interviews with the students who participated in the outdoor sessions involving Pokémon Go. The collected data were then analysed and categorised via a thematic analysis.The findings show that Pokémon Go can be seen as a learning-stimulating game that could augment traditional teaching sessions in formal education. Students reported that they enjoyed catching the Pokémon figures the most, but some students also mentioned that they appreciated the math assignments and liked learning about the statues that they passed during the walkings. The most positive findings were that there were concrete learning outcomes and that this mobile, game-based educational setting seemed to encourage students to engage in collaborative learning. However, Pokémon Go is not an all-encompassing solution for the ongoing digitalisation of primary school. The conclusion is rather that location-based games have the potential to vitalise formal education, provided that they are carefully integrated into the curriculum.

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Section: Discussionsupporting

confidence: 82%

Learning by Walking - Pokémon Go and Mobile Technology in Formal Education

Mozelius¹,

Bergström²,

Jaldemark³

2017

ICERI Proceedings

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“…An alternate explanation for the direct effect in Experiment 1 is that simply providing agency over the character enhanced feelings of self-efficacy for performing character-consistent behaviors, as is often seen in educational video game studies (e.g., Lu et al, 2013;Meluso et al, 2012). The present investigation did not directly assess feelings of efficacy over the various character behaviors featured in the narrative.…”

Section: Discussionmentioning

confidence: 71%

“…Studies of educational video games targeting skills ranging from reading to mathematics offer additional evidence that agency might, at least indirectly empower users to enact behaviors/skills performed by game characters (Lu, Lou, & Cheng-Han, 2013;Hobart, 2012;Meluso, Zheng, Spires, & Lester, 2012;Ritzhaupt, Higgins, & Allred, 2011;Trepte & Reinecke, 2011). These studies examine agency over a character as a physical manifestation of self-efficacy (Bandura, 1986;2002) within that narrative, in that the user-controlled character experience creates a vicarious prior experience for the user.…”

Section: Agency In Online Narratives and The User-character Connectionmentioning

confidence: 99%

Eliciting Behavior From Interactive Narratives: Isolating the Role of Agency in Connecting With and Modeling Characters

Carpentier

Rogers²,

Barnard

2015

Journal of Broadcasting & Electronic Media

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“…For example, a soldier can practice military operation skills through simulation without being physically exposed to a real combat environment. It also has the advantage of offering an engaging, interactive and collaborative virtual experience, which can lead to better learning performance [14], [15].…”

mentioning

confidence: 99%

“…ECENT years have witnessed an increasing interest in developing simulation-based training systems for a wide spectrum of applications such as military operations [1], [2], [3], health care [4], [5], [6], [7], business management [8], [9], [10], [11], and education [12], [13], [14]. Simulation-based training is also referred to as human-in-the-loop simulation, where a trainee is situated in a synthetic environment and interacts with virtual entities for the purpose of knowledge and skill acquisition.…”

mentioning

confidence: 99%

A review of interactive narrative systems and technologies: a training perspective

et al. 2015

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Abstract-As an emerging form of digital entertainment, interactive narrative has attracted great attention of researchers over the past decade. Recently, there is an emerging trend to apply interactive narrative for training and simulation. An interactive narrative system allows players to proactively interact with simulated entities in a virtual world and have the ability to alter the progression of a storyline. In simulation-based training, the use of an interactive narrative system enables the possibility to offer engaging, diverse and personalized narratives or scenarios for different training purposes. This paper provides a review of interactive narrative systems and technologies from a training perspective. Specifically, we first propose a set of key requirements in developing interactive narrative systems for simulation-based training. Then we review nine representative existing systems with respect to their system architectures, features and related mechanisms. To examine their applicability to training, we investigate and compare the reviewed systems based on the functionalities and modules that support the proposed requirements. Furthermore, we discuss some open research issues on future development of interactive narrative technologies for training applications.

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

Cited by 179 publications

References 22 publications

Learning by Walking - Pokémon Go and Mobile Technology in Formal Education

Learning by Walking - Pokémon Go and Mobile Technology in Formal Education

Eliciting Behavior From Interactive Narratives: Isolating the Role of Agency in Connecting With and Modeling Characters

A review of interactive narrative systems and technologies: a training perspective

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