Bridging Realty to Virtual Reality: Investigating Gender Effect and Student Engagement on Learning through Video Game Play in an Elementary School Classroom

Autor/inn/en	Annetta, Leonard; Mangrum, Jennifer; Holmes, Shawn; Collazo, Kimberly; Cheng, Meng-Tzu
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10