Literaturnachweis - Detailanzeige
Autor/inn/en | Annetta, Leonard; Mangrum, Jennifer; Holmes, Shawn; Collazo, Kimberly; Cheng, Meng-Tzu |
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Titel | Bridging Realty to Virtual Reality: Investigating Gender Effect and Student Engagement on Learning through Video Game Play in an Elementary School Classroom |
Quelle | In: International Journal of Science Education, 31 (2009) 8, S.1091-1113 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0950-0693 |
Schlagwörter | Elementary School Students; Video Games; Educational Games; Learning Processes; Learner Engagement; Gender Issues; Context Effect; Males; Females; Grade 5; Student Attitudes; Holistic Approach; Energy; Mechanics (Physics); Motion; Elementary School Science; Test Results; Focus Groups; Computer Simulation; Statistical Analysis; North Carolina Video game; Videospiel; Videospiele; Educational game; Lernspiel; Learning process; Lernprozess; Geschlechterfrage; Male; Männliches Geschlecht; Weibliches Geschlecht; School year 05; 5. Schuljahr; Schuljahr 05; Schülerverhalten; Holistischer Ansatz; Energie; Mechanik; Bewegungsablauf; Computergrafik; Computersimulation; Statistische Analyse |
Abstract | The purpose of this study was to examine students' learning of simple machines, a fifth-grade (ages 10-11) forces and motion unit, and student engagement using a teacher-created Multiplayer Educational Gaming Application. This mixed-method study collected pre-test/post-test results to determine student knowledge about simple machines. A survey ascertained the time spent using the computer for general purposes, and the time spent playing computer games as a function of gender. The pre-test and post-test design involved 74 students, 31 males and 43 females, who played the "Dr. Friction" Multiplayer Educational Gaming Application for several days in the middle of the unit. Results showed the females averaged using the computer more than their male counterparts and males played video games more than females. Analysis of covariance suggested no significant difference between the factor gender (p greater than 0.05) but statistically significant differences in gain scores (p = 0.001). Observations and qualitative focus groups suggested high student engagement and how video game technology can scaffold learning of simple machines. (Contains 3 figures and 4 tables.) (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |