Gaming in the Classroom: An Innovative Way to Teach Factorial Designs

Autor/inn/en	Stansbury, Jessica A.; Munro, Geoffrey D.
Titel	Gaming in the Classroom: An Innovative Way to Teach Factorial Designs
Quelle	In: Teaching of Psychology, 40 (2013) 2, S.148-152 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/0098628312475037
Schlagwörter	Video Games; Research Methodology; Courses; Psychology; Teaching Methods; Statistical Analysis; Undergraduate Students; Learner Engagement; Pretests Posttests; College Instruction; Instructional Effectiveness; Lecture Method; Knowledge Level + Suchen Sie Ihr Suchwort? Video game; Videospiel; Videospiele; Research method; Forschungsmethode; Kursangebot; Psychologie; Teaching method; Lehrmethode; Unterrichtsmethode; Statistische Analyse; Hochschullehre; Unterrichtserfolg; Wissensbasis
Abstract	This study tested the effectiveness of video game use for instruction of factorial designs in a research methods course. Students designed and conducted a mini study, playing "Dance, Dance, Revolution", using video game scores as the dependent variable. A mixed-design analysis of variance revealed a significantly greater increase from pretest to posttest in content knowledge in the Wii activity condition compared to lecture-only and no-content control conditions. Implementing this nontraditional teaching method engaged students and increased knowledge of factorial designs in a research method course. (Contains 1 table, 1 figure and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10