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Blending Formal and Informal Learning Through an Online Immersive Game Environment: Contrasts in Interactions by Middle School Boys and Girls
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, , University of North Texas, United States

Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Analysis of data gathered from a game-based learning environment produced for an NSF-funded STEM education project has demonstrated that middle school teachers can increase time on task and enhance interest in richer learning of classroom content through activities targeting virtual extensions of classroom learning. Implications of the findings are that teachers may be able to encourage interest in out of school time extensions in the depth and breadth of learning through virtual game environments. This offers promise of a new form of homework that is teacher guided but yet perceived as rewarding and engaging to students. Gender differences regarding the types of interaction within the game environment are discussed as well.

Citation

Christensen, R. & Knezek, G. (2016). Blending Formal and Informal Learning Through an Online Immersive Game Environment: Contrasts in Interactions by Middle School Boys and Girls. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 535-540). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 23, 2019 from .

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