Effects of Games on Students' Emotions of Learning Science and Achievement in Chemistry

Autor/inn/en	Chen, Sufen; Jamiatul Husnaini, Siti; Chen, Jing-Ju
Titel	Effects of Games on Students' Emotions of Learning Science and Achievement in Chemistry
Quelle	In: International Journal of Science Education, 42 (2020) 13, S.2224-2245 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chen, Sufen) ORCID (Jamiatul Husnaini, Siti)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2020.1817607
Schlagwörter	Chemistry; Science Achievement; Science Instruction; Public Schools; High School Students; Emotional Response; Grade 9; Comparative Analysis; Teaching Methods; Instructional Materials; Concept Formation; Scientific Concepts; Educational Games; Foreign Countries; Outcomes of Education; Taiwan (Taipei) + Suchen Sie Ihr Suchwort? Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Public school; Öffentliche Schule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Emotionales Verhalten; School year 09; 9. Schuljahr; Schuljahr 09; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Concept learning; Begriffsbildung; Educational game; Lernspiel; Ausland; Lernleistung; Schulerfolg
Abstract	This study investigated the time effect of cooperative games on students' emotions of learning science and the treatment effect on their chemistry achievement. This quasi-experimental study compared the use of cards, board games, and riddles, and the use of conventional paper-and-pencil exercises to learn the basics of chemical elements and compounds, for a duration of 4 weeks. One hundred and fourteen ninth graders at an urban public high school in Taipei were involved. The results revealed that the experimental group had significantly higher positive emotion and lower negative emotion throughout the intervention period. While no time effect was observed for the experimental group, a significant time effect on positive and negative emotions in the comparison group using exercises was found: high achievers decreased their positive emotion, and middle to high achievers increased their negative emotion. Furthermore, low and middle achievers performed better when using games. However, no significant difference for the high achievers of the two groups was discovered. This study showed that conventional exercises were detrimental to middle and high achievers' learning emotions, although their concepts improved. Science teachers may try innovative activities such as collaborative games to maintain students' positive emotions and facilitate low achievers' conceptual learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01