New Digital Energy Game, the Use of Games to Influence Attitudes, Interests, and Student Achievement in Science

Autor/in	Holmes, Venita
Titel	New Digital Energy Game, the Use of Games to Influence Attitudes, Interests, and Student Achievement in Science
Quelle	(2012), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Science Achievement; State Standards; Science Tests; Correlation; Urban Schools; Science Education; Energy; Student Surveys; Online Surveys; Minority Group Students; Computer Games; Educational Games; Educational Technology; Web Based Instruction; Science Instruction; Scientific Attitudes; Science Interests; Middle School Students; High School Students; Low Income Groups; Mixed Methods Research; Pretests Posttests; Statistical Analysis; Instructional Effectiveness; School Business Relationship; Corporate Support; Partnerships in Education; Texas; Texas Essential Knowledge and Skills + Suchen Sie Ihr Suchwort? Schulleistung; Korrelation; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Naturwissenschaftliche Bildung; Energie; Schülerbefragung; Computer game; Computerspiel; Computerspiele; Educational game; Lernspiel; Unterrichtsmedien; Web Based Training; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Statistische Analyse; Unterrichtserfolg; Hochschulpartnerschaft
Abstract	Purpose: To assess how the use of games contributes to students' science learning, interests, and attitudes about science. Methodology: The study sample was middle and high-school students in a large urban school district in 2012. A total of 1191 students participated in the game. The majority of students were Hispanic females of low socio-economic backgrounds. Students were recruited by science teachers at their schools. A mixed-method, pre-posttest design was used to measure students' science knowledge, attitudes, and interests. The instruments were piloted in the previous year with a comparable student group, and were found to be reliable measures. The instruments were distributed, using a web-based format, to students in their science classes. Items on the science test were developed based on state standards. Students were offered incentives to participate in the game. Results: Findings from a paired sample of 391 students revealed a statistically significant increase in the number of science test items answered correctly from pre- to posttests. Eta squared results indicated a moderate effect size. There was also a statistically significant increase in the overall mean interest rating, but a decrease in the mean attitude rating over the study period. Pearson's r revealed a strong, positive correlation between students' interests and attitudes about science. Conclusions: There was evidence that, as students' interests in science increased, their attitudes about science increased. Moreover, as students' pre-interests and attitudes about science increased, their post science assessment scores increased. Recommendations: There were limitations to the study, including the lack of a comparison group who did not participate in the game. Nevertheless, the findings suggest immediate benefits in the use of games to improve middle and high-school students' science performance. Future studies might investigate the long-term impact of the game on students' science achievement and career pathways. Additional data: (There are 7 tables and graphs included in the paper.) (Contains 3 tables and 4 figures.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10