Using Video Games in Science Instruction: Pedagogical, Social, and Concept-Related Aspects

Jaipal, Kamini; Figg, Candace

doi:10.1080/14926150903047780

Cited by 23 publications

(8 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The respondents also recognized that the game helped them to build better relationships with other players, as shown by a “very satisfactory” rating (4.49) of item 24. Similar results were obtained in the studies by Jaipal and Figg (2009) and Beylefeld and Struwig (2007) . Finally, respondents agreed that the game is worth recommending (item 25).…”

Section: Resultssupporting

confidence: 91%

Development and Effectiveness of an Educational Card Game as Supplementary Material in Understanding Selected Topics in Biology

Gutierrez

2014

LSE

View full text Add to dashboard Cite

show abstract

Section: Resultssupporting

confidence: 91%

Development and Effectiveness of an Educational Card Game as Supplementary Material in Understanding Selected Topics in Biology

Gutierrez

2014

LSE

View full text Add to dashboard Cite

show abstract

“…Other researchers varied from this pattern and investigated features of games themselves, and which factors most appealed to players and made video games more effective for their audiences (e.g., Amory, Naicker, Vincent, & Adams, 1999; Salzman, Dede, McGlynn, & Loftin, 1996). Additionally, there was a strong, and currently growing, base of researchers focusing on uses of specific games or computer-based tutorials within schools to teach academic content (Jaipal & Figg, 2009; Simpson & Clem, 2008). These researchers seek to incorporate specific games or to design games that can be used within formal education to teach content within the curriculum, with the hopes that games can better engage students and make teaching more efficient.…”

Section: Research Backgroundmentioning

confidence: 99%

Understanding Children’s Choices and Cognition in Video Game Play

Hamlen

2013

Zeitschrift für Psychologie

View full text Add to dashboard Cite

This article provides a synthesis of a group of research studies conducted to better understand in what ways children’s entertainment video game play choices relate to their creativity, motivations, problem-solving strategies, learning preferences, and beliefs about how to play games. Three studies were conducted among American students: (1) a survey and creativity assessment with students aged 9–11, (2) an in-depth qualitative study with three adolescent boys, and (3) an online survey. Key findings from this research relate to both psychological factors motivating video game play, and cognition and choices children make while playing video games. Results from these studies demonstrate that, despite assumptions that children play video games to avoid mental stimulation, children are actually motivated by the challenge and thinking required by video games. The reward system used in video games is a strong continuing motivator for boys in particular. Among both genders, playing certain genres of video games is related to utilizing particular learning strategies. Additionally, though creativity does not appear to be hindered by video game play, the most creative children are generally not choosing to spend their time on video games. Finally, children create their own code of conduct and ethics within video game play, although an individual’s work ethic within video games tends to reflect patterns in other areas of life. Collectively, these studies provide a rich picture of children’s video game play and show consistency, both between game contexts and real life choices, and with other literature related to children’s motivations and strategies for learning.

show abstract

“…For instance, Egenfeldt-Nielsen (2004) found that teachers (a) experienced difficulties in planning instruction with a commercial game to accomplish learning goals, (b) reported inadequate support for students to comprehend a complex game, and (c) reported organizational limitations such as insufficient technical infrastructure. Jaipal and Figg (2009) argued that using games for supporting student learning necessitated teachers to have knowledge about the game to design appropriate curricular activities that connect to game-play. Furthermore, Watson, Mong, and Harris (2011) illustrated how a lack of guidance could lead teachers with game knowledge to lose valuable information about student learning through games, and to create assessments that do not fully combine the strengths of the game with student curricular activities.…”

Section: Game-based Pedagogical Model For Supporting Teachersmentioning

confidence: 99%

The Play Curricular Activity Reflection Discussion Model for Game-Based Learning

Foster

Shah

2015

Journal of Research on Technology in Education

View full text Add to dashboard Cite

This article elucidates the process of game-based learning in classrooms through the use of the Play Curricular activity Reflection Discussion (PCaRD) model. A mixed-methods study was conducted at a high school to implement three games with the PCaRD model in a year-long elective course. Data sources included interviews and observations for understanding the process of students' content knowledge and motivation to learn. Pre to post assessments were administered for measuring achievement gains and motivational changes. Interpretive analysis indicated that PCaRD aided student learning, motivation to learn, and identification with the content. We found mixed quantitative results for student knowledge gain with only statistical significant gains for mathematics. We also found that PCaRD provided teachers with an adaptive structure for integrating games in an existing and new curriculum. PCaRD has implications for research, teaching, and design of games for learning. (

show abstract

Using Video Games in Science Instruction: Pedagogical, Social, and Concept-Related Aspects

Cited by 23 publications

References 14 publications

Development and Effectiveness of an Educational Card Game as Supplementary Material in Understanding Selected Topics in Biology

Development and Effectiveness of an Educational Card Game as Supplementary Material in Understanding Selected Topics in Biology

Understanding Children’s Choices and Cognition in Video Game Play

The Play Curricular Activity Reflection Discussion Model for Game-Based Learning

Contact Info

Product

Resources

About