Using commercial video games in flipped classrooms to support physical concept construction

Abstract

Based on the flipped‐classroom model and the potential motivational and instructional benefits of digital games, we describe a flipped game‐based learning (FGBL) strategy focused on preclass and overall learning outcomes. A secondary goal is to determine the effects, if any, of the classroom aspects of the FGBL strategy on learning efficiency. Our experiments involved 2 commercial games featuring physical motion concepts: Ballance (Newton's law of motion) and Angry Birds (mechanical energy conservation). We randomly assigned 87 8th‐grade students to game instruction (digital game before class and lecture‐based instruction in class), FGBL strategy (digital game before class and cooperative learning in the form of group discussion and practice in class), or lecture‐based instruction groups (no gameplay). Results indicate that the digital games exerted a positive effect on preclass learning outcomes and that FGBL‐strategy students achieved better overall learning outcomes than their lecture‐based peers. Our observation of similar overall outcomes between the cooperative learning and lecture‐based groups suggests a need to provide additional teaching materials or technical support when introducing video games to cooperative classroom learning activities.

Role of Social Interactions during Digital Game-based Learning in Science Education: A Systematic Review

“…The papers were categorised based on the mode of social interactions and listed in Table 4. Face-to-face conversations between students (Barab, 2009;Annetta, 2010;Clark D. B., 2011;Magnussen, 2014;Shute, 2015;Eaton, 2015;Ye, 2017;Srisawasdi, 2019) Group discussion (Echeverria, 2011;Echeverria A. B., 2012;Magnussen, 2014;Chen, 2015;Ye, 2017;Chang, 2017) Online/ virtual collaboration (Hummel, 2011;Eaton, 2015;Annetta, 2010) Student-teacher interaction…”

“…There were 7 studies documenting group discussion and in these studies, students were grouped into pairs or small groups during the game-based learning experience. Group discussions brought about learning benefits by enabling collaborative problem solving (Chen, 2015;Chang, 2017), motivation towards learning (Echeverria, 2011;Ye, 2017), authentic learning through a simulated professional setup (Magnussen, 2014) and deep conceptual understanding by exploring different perspectives Echeverria A. B., 2012).…”

“…Peer-to-peer interactions during game-based learning increased student motivation for learning (Clark, 2011;Magnussen, 2014;Ye, 2017;Annetta, 2010). Students were motivated due to the opportunity for social interaction as well as the competitive nature of games.…”

“…Engaging discussion between students served as a source of motivation for game completion, allowing students to have ample opportunities to review and apply prior learning during the process of repetitive play (Annetta, 2010). When using commercial games to support physical concept construction, students shared their game strategies and achievements, which contributed to energetic group discussions and active participation (Ye, 2017). Student-led competition was also a motivating factor as students compared their achievement status (eg.…”

Video Oyunların Eğitim Araştırmalarında Kullanımı: Bir Sistematik Tarama

“…• Fen Bilimleri (Corredor, Gaydos ve Squire, 2014;Garneli ve Chorianopoulos, 2018;Lookadoo ve diğerleri, 2017;Sun, Ye ve Wang, 2015;Ye, Hsiao ve Sun, 2018) • Matematik (Beserra, Nussbaum ve Oteo, 2019;Beserra, Nussbaum, Zeni, Rodriguez ve Wurman, 2014; Masek, Boston, Lam ve Corcoran, 2017) • Müzik (Gower ve McDowall, 2012;Hutton ve Sundar, 2010;Paney, 2015) • Dil (Chen ve Yang, 2013;Ibrahim, 2019) • Psikoloji (Ceranoğlu, 2010;You, Kim ve No, 2015) • Tıp Eğitimi (Adams, Margaron ve Kaplan, 2012;Kron, Gjerde, Sen ve Fetters, 2010) gibi pek çok eğitsel alanda uygulandığı görülmektedir. Ayrıca, eğitim alanında video oyunlarının kullanımıyla ilgili…”