You are here:

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

, , , ,

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 May 26, 2019 from .

This record was imported from ERIC on April 19, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.