Enhancing 5th Graders' Science Content Knowledge and Self-Efficacy through Game-Based Learning

Autor/inn/en	Meluso, Angela; Zheng, Meixun; Spires, Hiller A.; Lester, James
Titel	Enhancing 5th Graders' Science Content Knowledge and Self-Efficacy through Game-Based Learning
Quelle	In: Computers & Education, 59 (2012) 2, S.497-504 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2011.12.019
Schlagwörter	Self Efficacy; Grade 5; Educational Games; STEM Education; Science Instruction; Cooperative Learning; Individualized Instruction; Computer Assisted Instruction; Educational Technology; Computer Simulation; Computer Games; Instructional Design; Instructional Effectiveness; Educational Strategies; Teaching Methods; Student Motivation; Comparative Analysis + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; School year 05; 5. Schuljahr; Schuljahr 05; Educational game; Lernspiel; STEM; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Kooperatives Lernen; Individualisierender Unterricht; Computer based training; Computerunterstützter Unterricht; Unterrichtsmedien; Computergrafik; Computersimulation; Computer game; Computerspiel; Computerspiele; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtserfolg; Lehrstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Schulische Motivation
Abstract	Many argue that games can positively impact learning by providing an intrinsically motivating and engaging learning environment for students in ways that traditional school cannot. Recent research demonstrates that games have the potential to impact student learning in STEM content areas and that collaborative gameplay may be of particular importance for learning gains. This study investigated the effects of collaborative and single game player conditions on science content learning and science self-efficacy. Results indicated that there were no differences between the two playing conditions; however, when conditions were collapsed, science content learning and self-efficacy significantly increased. Future research should focus on the composition of collaboration interaction among game players to assess what types of collaborative tasks may yield positive learning gains. (Contains 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10