Bridging Realty to Virtual Reality: Investigating Gender Effect and Student Engagement on Learning through Video Game Play in an Elementary School Classroom
ARTICLE
Leonard Annetta, Jennifer Mangrum, Shawn Holmes, Kimberly Collazo, Meng-Tzu Cheng
International Journal of Science Education Volume 31, Number 8, ISSN 0950-0693
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.)
Citation
Annetta, L., Mangrum, J., Holmes, S., Collazo, K. & Cheng, M.T. (2009). Bridging Realty to Virtual Reality: Investigating Gender Effect and Student Engagement on Learning through Video Game Play in an Elementary School Classroom. International Journal of Science Education, 31(8), 1091-1113. Retrieved March 19, 2024 from https://www.learntechlib.org/p/71607/.
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Keywords
- Computer Simulation
- Context Effect
- educational games
- Elementary School Science
- Elementary School Students
- Energy
- Females
- focus groups
- Gender Issues
- Grade 5
- Holistic Approach
- learner engagement
- Learning Processes
- Males
- Mechanics (Physics)
- Motion
- Statistical Analysis
- student attitudes
- Test Results
- video games
Cited By
View References & Citations Map-
Comparison of Learning Experiences and Outcomes Between a Serious Game-Based and Non-Game-Based Online American History Course
Taryn Hess, 21st Century Learning Solutions, United States; Glenda Gunter, University of Central Florida, United States
Global Learn 2011 (Mar 28, 2011) pp. 1223–1228
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