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Investigating the impact of video games on high school students’ engagement and learning about genetics
ARTICLE

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Computers & Education Volume 53, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

The popularity of video games has transcended entertainment crossing into the world of education. While the literature base on educational gaming is growing, there is still a lack of systematic study of this emerging technology’s efficacy. This quasi-experimental study evaluated a teacher created video game on genetics in terms of its affective and cognitive impact on student users. While statistical results indicated no differences (p>.05) in student learning as measured by our instrument, there were significant differences (p<.05) found in the participants’ level of engagement while interfacing with the video game. Implications on this emerging line of inquiry are discussed.

Citation

Annetta, L.A., Minogue, J., Holmes, S.Y. & Cheng, M.T. (2009). Investigating the impact of video games on high school students’ engagement and learning about genetics. Computers & Education, 53(1), 74-85. Elsevier Ltd. Retrieved May 25, 2019 from .

This record was imported from Computers & Education on April 19, 2013. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ836744

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