The Effect of the New Digital Energy (NDE) Game on Students' Science Energy Knowledge Acquisition, Interests, and Teacher Instructional Practices, 2012-2013. Evaluation Report. Volume 7, Issue 2

Autor/in	Holmes, Venita
Institution	Houston Independent School District (HISD), Department of Research and Accountability
Titel	The Effect of the New Digital Energy (NDE) Game on Students' Science Energy Knowledge Acquisition, Interests, and Teacher Instructional Practices, 2012-2013. Evaluation Report. Volume 7, Issue 2
Quelle	(2013), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Energy; Educational Technology; Technology Uses in Education; Educational Games; Science Instruction; Career Exploration; Elementary School Students; Middle School Students; High School Students; Student Interests; Student Attitudes; Knowledge Level; Program Effectiveness; Teaching Methods; Computer Games; Texas (Houston); Texas Essential Knowledge and Skills + Suchen Sie Ihr Suchwort? Energie; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Educational game; Lernspiel; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Berufserkundung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Studieninteresse; Schülerverhalten; Wissensbasis; Teaching method; Lehrmethode; Unterrichtsmethode; Computer game; Computerspiel; Computerspiele
Abstract	Using a pre-post design, this study evaluates the association between participating in a science game (NDE) and science energy knowledge and science interest. A survey was used to explore teacher perceptions of the game on their instructional practices. Outcome measures were collected at the individual level and the game was played at the team level. The results of the study indicate that for secondary students, post-science knowledge and interest increased very slightly, and for elementary students, post-interest increased slightly while post-science knowledge decreased slightly. These results suggest that NDE does not appear to be strongly associated with improved science knowledge and interest, at least for the subset of students who participated in this study, although increases were statistically significant. Further analysis is needed to demonstrate the game's effect on students' knowledge and interest. The majority of teachers whose students participated in the game indicated changing their instructional practices based on students' inquiry and feedback. Generally, students indicated the game was fun and expanded their understanding of science. Longitudinal tracking of elementary students' science course selection and grades as they progress through school could provide alternative measures of NDE program impact. (As Provided).
Anmerkungen	Houston Independent School District. Research & Accountability, 4400 West 18th Street 2 NW, Houston, TX 77092. Tel: 713-556-6700; Fax: 713-556-6730; e-mail: Research@houstonisd.org; Web site: http://www.houstonisd.org/research
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01