Exploring Newtonian mechanics in a conceptually-integrated digital game: Comparison of learning and affective outcomes for students in Taiwan and the United States

Douglas B. Clark*, Brian C. Nelson, Hsin Yi Chang, Mario Martinez-Garza, Kent Slack, Cynthia M. D'Angelo

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

98 Citations (Scopus)

Abstract

This study investigates the potential of a digital game that overlays popular game-play mechanics with formal physics representations and terminology to support explicit learning and exploration of Newtonian mechanics. The analysis compares test data, survey data, and observational data collected during implementations in Taiwan and the United States with students in grades 7-9. Results demonstrate learning on some core disciplinary measures and high levels of learner engagement, indicating the potential benefits of this genre of conceptually-integrated games, but also suggesting that further research and development will be needed to more fully harness this potential. Encouragingly, striking similarities were observed across the two countries in terms of learning and engagement, suggesting that this genre of learning games may prove suitable for engaging students in active exploration of core science concepts across multiple countries.

Original languageEnglish
Pages (from-to)2178-2195
Number of pages18
JournalComputers and Education
Volume57
Issue number3
DOIs
Publication statusPublished - 2011 Nov
Externally publishedYes

Keywords

  • Applications in subject areas
  • Cross-cultural projects
  • Games
  • Interactive learning environments
  • Pedagogical issues
  • Secondary education

ASJC Scopus subject areas

  • Computer Science(all)
  • Education

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