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

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

128 引文 斯高帕斯(Scopus)

摘要

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.

原文英語
頁(從 - 到)2178-2195
頁數18
期刊Computers and Education
57
發行號3
DOIs
出版狀態已發佈 - 2011 11月
對外發佈

ASJC Scopus subject areas

  • 一般電腦科學
  • 教育

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