Learning Outcomes Associated with Classroom Implementation of a Biotechnology-Themed Video Game

2013 ◽  
Vol 75 (1) ◽  
pp. 29-33 ◽  
Author(s):  
Tim Barko ◽  
Troy D. Sadler
Keyword(s):  
Learning Outcomes ◽  
High School Teachers ◽  
Video Game ◽  
Student Attitudes ◽  
Science Careers ◽  
Educational Video ◽  
Science Content ◽  
School Teachers ◽  
Classroom Implementation ◽  
Educational Video Game

The educational video game Mission Biotech provides a virtual experience for students in learning biotechnology materials and tools. This study explores the use of Mission Biotech and the associated curriculum by three high school teachers and their students. All three classes demonstrated gains on a curriculum-aligned test of science content. Students from two of the classes showed gains on a standards-aligned test of content; students from the third class did not demonstrate statistically significant gains. This result is attributable to a ceiling effect. The results support the idea that video games can be useful in classroom contexts. No statistically significant changes were found when looking at how the game affected student attitudes toward science and science careers.

Associations of Subjective Immersion, Immersion Subfactors, and Learning Outcomes in the Revised Game Engagement Model

2020 ◽  
pp. 957-968 ◽  
Author(s):  
Paul A Barclay ◽  
Clint Bowers
Keyword(s):  
Video Games ◽  
Learning Outcomes ◽  
Video Game ◽  
Learning Experience ◽  
Learning Performance ◽  
Educational Video ◽  
Creative Imagination ◽  
System Usability ◽  
Educational Video Game ◽  
Game Engagement

Serious Educational Video Games (SEGs) play a large role in education for both children and adults. However, the budget for SEGs is typically lower than traditional entertainment video games, bringing with it the need to optimize the learning experience. This article looks at the role game immersion plays in improving learning outcomes, using the Revised Game Engagement Model (R-GEM) to determine whether learning outcomes were associated specifically with Immersion itself, or with the various prerequisites to achieving immersion. A sample of 125 undergraduate university students which played an educational video game and were assessed on Immersion, subjective System Usability, Creative Imagination, and learning performance. Immersion and System Usability were shown to be associated with higher learning outcomes, but, after controlling for other factors, it seems that System Usability is only helpful inasmuch as it promotes Immersion. This article concludes that further study is needed to determine whether the same association can be found with different populations and with different types of learning.

Associations of Subjective Immersion, Immersion Subfactors, and Learning Outcomes in the Revised Game Engagement Model

2018 ◽  
Vol 8 (1) ◽  
pp. 41-51
Author(s):  
Paul A Barclay ◽  
Clint Bowers
Keyword(s):  
Video Games ◽  
Learning Outcomes ◽  
Video Game ◽  
Learning Experience ◽  
Learning Performance ◽  
Educational Video ◽  
Creative Imagination ◽  
System Usability ◽  
Educational Video Game ◽  
Game Engagement

Serious Educational Video Games (SEGs) play a large role in education for both children and adults. However, the budget for SEGs is typically lower than traditional entertainment video games, bringing with it the need to optimize the learning experience. This article looks at the role game immersion plays in improving learning outcomes, using the Revised Game Engagement Model (R-GEM) to determine whether learning outcomes were associated specifically with Immersion itself, or with the various prerequisites to achieving immersion. A sample of 125 undergraduate university students which played an educational video game and were assessed on Immersion, subjective System Usability, Creative Imagination, and learning performance. Immersion and System Usability were shown to be associated with higher learning outcomes, but, after controlling for other factors, it seems that System Usability is only helpful inasmuch as it promotes Immersion. This article concludes that further study is needed to determine whether the same association can be found with different populations and with different types of learning.

Formative Research for STEM Educational Games

2013 ◽  
Vol 221 (2) ◽  
pp. 90-97 ◽  
Author(s):  
John L. Sherry
Keyword(s):  
Video Game ◽  
Serious Games ◽  
Educational Games ◽  
Sesame Street ◽  
Children's Television ◽  
Educational Video ◽  
Educational Media ◽  
Television Shows ◽  
Educational Video Game ◽  
Games For Health

Millions in taxpayer and foundation euros and dollars have been spent building and testing educational video games, games for health, and serious games. What have been the fruits of this frenzy of activity? What educational video game has had the reach and impact of Sesame Street or Blues Clues television shows? By comparison, the Children’s Television Workshop (CTW) managed to get Sesame Street off the ground within a couple of years, writing the basic scientific literature on educational media design in the process. Not only is Sesame Street well known and proven, it laid the basis for every effective educational show to follow. This article explores the differences between the CTW scientific approach to educational media production and the mostly nonscientific approach consuming so many resources in the educational games, games for health, and serious games movements. Fundamental scientific questions that remain unanswered are outlined.

The effects of an educational video game on mathematical engagement

2015 ◽  
Vol 21 (5) ◽  
pp. 1283-1297 ◽  
Author(s):  
Mido Chang ◽  
Michael A. Evans ◽  
Sunha Kim ◽  
Anderson Norton ◽  
Kirby Deater-Deckard ◽  
...  
Keyword(s):  
Video Game ◽  
Educational Video ◽  
Educational Video Game

Development of an Educational Video Game That Can Be Modified by End-Users

2018 ◽  
pp. 184-204
Author(s):  
Noah L. Schroeder ◽  
Alexandrea Oliver ◽  
Kenneth Deffet ◽  
James Morgan
Keyword(s):  
User Interfaces ◽  
Video Game ◽  
End Users ◽  
Graphical User Interfaces ◽  
Educational Game ◽  
Educational Video ◽  
Specific Content ◽  
Sound Effects ◽  
Educational Video Game ◽  
Beta Testing

The development of educational video games can be a challenging process. Typically, games are created for one content area and are designed to specifically facilitate learning in regards to that content. However, this approach inherently limits the utility of the game to specific content. In this chapter, the authors describe the development and systematic iterative playtesting of an educational game designed to be modified by end-users (e.g., teachers, researchers, students). Quantitative and qualitative data were collected through three phases of beta-testing, and the results from each test informed the subsequent version of the software. Overall, the results indicated that, aside from fixing software glitches, the addition of aesthetically pleasing graphical user interfaces and the integration of sound effects appear to have made the biggest contributions to players' perceptions of the game.

scholarly journals Validation and Psychometric Properties of the Gameplay-Scale for Educative Video Games in Spanish Children

2020 ◽  
Vol 12 (6) ◽  
pp. 2283
Author(s):  
Félix Zurita Ortega ◽  
Nuria Medina Medina ◽  
Francisco Luis Gutiérrez Vela ◽  
Ramón Chacón Cuberos
Keyword(s):  
Psychometric Properties ◽  
Video Game ◽  
Educational Game ◽  
Educational Video ◽  
Reliable Measure ◽  
Valid Instrument ◽  
Educational Video Game ◽  
Study Support ◽  
Correlation Strength ◽  
Game Session

The knowledge of evaluation instruments to determine the level of gameplay of schoolchildren is very important at this time. A systematic review has been carried out in this study. The aim of this paper is to investigate the psychometric properties of a study of a sample of Spanish gamers. Two hundred and thirty-seven children (mean age: 11.2± 1.17 years, range: 10-12 years, 59.5% female) completed the Gameplay-Scale to discover their opinions after a game session with a serious educational game. The final scale consisted of three factors. The fit for factor 1 (usability) was 0.712, the fit for factor 2 was 0.702 (satisfaction), the fit for factor 3 was 0.886 (empathy) and the overall fit was 0.868. A positive and direct relationship could be observed between all the dimensions of the developed scale. The greatest correlation strength is shown between satisfaction and empathy (r = 0.800; p < 0.005), followed by satisfaction and usability (r = 0.180; p < 0.05) and the association between empathy and usability (r = 0.140; p < 0.05). In summary, the results of the present study support the use of the Gameplay-Scale as a valid and reliable measure of the game experience of youth populations. These results demonstrate strong psychometric properties so that the Gameplay-Scale appears to be a valid instrument for children in different contexts where an educational video game is used, analyzing its usability/“playability” in terms of learning to use it, game satisfaction, and empathy.

scholarly journals An Evaluation of an Educational Video Game on Mathematics Achievement in First Grade Students

Technologies ◽  
2017 ◽  
Vol 5 (2) ◽  
pp. 30 ◽  
Author(s):  
Kimberly Hieftje ◽  
Tyra Pendergrass ◽  
Tassos Kyriakides ◽  
Walter Gilliam ◽  
Lynn Fiellin
Keyword(s):  
Mathematics Achievement ◽  
Video Game ◽  
First Grade ◽  
Educational Video ◽  
Educational Video Game
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