Patterns of Physics Reasoning in Face-to-Face and Online Forum Collaboration Around a Digital Game

Eaton, Grant Van; Clark, Douglas B.; Smith, Blaine E.

doi:10.18404/ijemst.10740

Cited by 17 publications

(25 citation statements)

References 62 publications

(38 reference statements)

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“…We refer to this as a "sense-making orientation." We have observed related patterns in studies with other games (e.g., [17]). …”

Section: External Scaffoldssupporting

confidence: 57%

“…Additionally, providing collaboration opportunities between peers during game play can serve as a productive external scaffold that allows students to leverage discourse in order to negotiate meaning of concepts and actions within games, construct ideas, resolve conflicts, etc. [16,17]. In the context of the current study, although most students used internal scaffolds in some way to assist their game play, many also found that these scaffolds were not enough to get through challenges.…”

Section: Internal and External Scaffoldsmentioning

confidence: 80%

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Digital Games in the Science Classroom: Leveraging Internal and External Scaffolds during Game Play

Krinks¹,

Johnson²,

Clark³

2018

Simulation and Gaming

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We have developed a disciplinarily integrated game (DIG) to support students in interpreting, translating, and manipulating across formal representations in the domain of Newtonian kinematics. In this study, we seek to understand what game play looks like in a classroom context with particular attention given to how students leverage internal and external scaffolds to progress through the game and deepen their conceptual knowledge. We investigate the following questions: (1) In what ways do students interact with the game, with each other, and with their teacher when they play SURGE Symbolic in a classroom environment? (2) How do game scaffolds, both within and outside of the game, support or impede student learning and game play? (3) What are the implications of these observations for teachers and game designers? We found that although most students used internal scaffolds in some way to assist their game play, many found that these scaffolds were insufficient to get through challenges. They quickly sought help from external resources available to them outside the game to help them advance in the game. The source of information they needed to make progress came from various people or resources outside the game, what we are calling "knowers."

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“…We refer to this as a "sense-making orientation." We have observed related patterns in studies with other games (e.g., [17]). …”

Section: External Scaffoldssupporting

confidence: 57%

Section: Internal and External Scaffoldsmentioning

confidence: 80%

Digital Games in the Science Classroom: Leveraging Internal and External Scaffolds during Game Play

Krinks¹,

Johnson²,

Clark³

2018

Simulation and Gaming

Self Cite

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show abstract

“…The low critical thinking skills in theory can be caused by: motivation, lack of responsibility, low analytical skills, and lack of discipline in learning (Adebayo, 2014). This can also be due to a lack of ability to organize time, lazy to learn, and less supportive learning environments (Chakravarthi, 2010;Eaton, 2015). The low critical thinking skills of pre-service physics teacher are suspected to have something to do with the teaching process that is implemented.…”

Section: The Effectiveness Of Or-ipa Model Pbl Model and Conventionmentioning

confidence: 99%

“…The low critical thinking skills are theoretically caused, among other things, by: poor motivation and responsibility, poor analytical skills, and less discipline in teach (Adebayo, 2014). This is also due to the lack of ability to organize time, lazy to learn, and less supportive learning environment (Chakravarthi, 2010;Eaton, 2015). Therefore, it is necessary to compare the effectiveness between OR-IPA Model and PBL Model in improving student critical thinking skills.…”

Section: Introductionmentioning

confidence: 99%

The Comparison of or-Ipa Teaching Model and Problem Based Learning Model Effectiveness to Improve Critical Thinking Skills of Pre-Service Physics Teachers

Jatmiko

Prahanı

Munasir

et al. 2018

JBSE

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Critical thinking skills are one of the 21st century skills that are effectively trained by using the OR-IPA and Problem Based Learning (PBL) Model, therefore this research aims to compare the effectiveness of both. Research design used True Experiment with Randomized Subject Control-group Pre-test and Post-test with 94 pre-service physics teachers. Data collected using the critical thinking skills test and the student response sheet, and then analyzed using t-test and N-gain. The results showed: (1) the teaching instruments of OR-IPA and PBL Model have fulfilled the validity requirements (rα ~ .26) and reliability (α = .96 - .99). (2) Each of OR-IPA, PBL, and Conventional Model can significantly increase critical thinking skills at α = 5%, respectively with average N-gain: medium (.60), medium (.48), and low (.14); with the student response of: very positive, very positive, and less positive. (3) The OR-IPA and PBL Model are effective to improve critical thinking skills, while the Conventional Model is ineffective, and the OR-IPA Model is more effective compared to the PBL Model. Implication of this research is that the OR-IPA Model can be an innovative solution to improve critical thinking skills, but there is still a need for repetitive research like this. Keywords: basic physics, critical thinking skills, OR-IPA model, pre-service physics teachers, and PBL model.

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“…Al adoptar este enfoque, se argumenta a favor de la importancia de evaluar la relación del estudiante con el videojuego [54], donde el resultado obtenido mediante encuestas muestra que estas metodologías pintan una imagen más clara y proporcionan conocimientos sobre el diseño de nuevas herramientas para enseñar a la próxima generación [55].…”

Section: Ventajas De Los Videojuegos En La Educaciónunclassified

El uso de los videojuegos como herramienta didáctica para mejorar la enseñanza-aprendizaje: una revisión del estado del tema

Ortiz

Carrera

Ruiz

et al. 2017

I2+D

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ResumenEn esta nueva era del siglo XXI, cuando las sociedades están en constante cambio, la educación es el pilar para desarrollar no solo los conocimientos básicos y los instrumentos de cada una de las áreas del saber, sino también las habilidades que capaciten a la persona para desenvolverse en un mundo globalizado, en el que la comunicación y la socialización son herramientas fundamentales. En este escenario, los juegos de vídeo han pasado de ser simplemente un elemento de distracción para convertirse en valiosas herramientas, demostrando incluso que pueden desempeñar un papel protagónico en procesos relacionados con la educación, y como apoyo a las tareas docentes. Bajo esta premisa, el objetivo de este artículo es presentar una revisión sobre diversas experiencias particulares en las que se han incorporado videojuegos en las actividades de enseñanza y aprendizaje. Como resultado se evidencia que estas herramientas tecnológicas pueden ser utilizadas como mecanismos didácticos que ayudan, entre otras cosas, a la resolución de problemas de aprendizaje, al mejoramiento de las habilidades motoras y cognitivas, y al fomento de la creatividad.Palabras clave: videojuegos educativos; enseñanza, aprendizaje; herramientas educativas; motivación. AbstractIn this new era of the 21st century when societies are constantly changing, education is the cornerstone to provide the people not only with the basic knowledge and tools, but also with the required skills for facing the challenges in a globalized world. Thus, video games have evolved from distractive activities, to more valuable tools. These tools can play a leading role in education-related processes, for example, supporting teaching tasks. The aim of this article is to present a state of art review on several particular experiences in which video games have been incorporated into teaching and learning activities. As a result, video games can be used as didactic mechanisms that help students, among other things, to solve learning problems, to improve motor and cognitive skills, and to foster creativity.Keywords: educational games; teaching; learning; educational tools; motivation. INTRODUCCIÓNHoy más que nunca, la educación se constituye como un mecanismo primordial para fomentar no solo las nociones técnicas e instrumentales de cada una de las áreas del conocimiento, sino también para ayudar a desarrollar las destrezas que las personas requieren para desenvolverse en escenarios variantes. En ese sentido, la educación es un factor esencial en un mundo competitivo, globalizado e interconectado, donde las comunida- A.P. Roncancio-Ortiz, M.F. Ortiz-Carrera, H. Llano-Ruiz, M.J. Malpica-Lopéz, J.J. Bocanegra García, "El uso de los videojuegos como herramienta didáctica para mejorar la enseñanza-aprendizaje: una revisión del estado del tema", Revista Ingeniería Investigación

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Patterns of Physics Reasoning in Face-to-Face and Online Forum Collaboration Around a Digital Game

Cited by 17 publications

References 62 publications

Digital Games in the Science Classroom: Leveraging Internal and External Scaffolds during Game Play

Digital Games in the Science Classroom: Leveraging Internal and External Scaffolds during Game Play

The Comparison of or-Ipa Teaching Model and Problem Based Learning Model Effectiveness to Improve Critical Thinking Skills of Pre-Service Physics Teachers

El uso de los videojuegos como herramienta didáctica para mejorar la enseñanza-aprendizaje: una revisión del estado del tema

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