Abstract

Mobile serious educational games (SEGs) show promise for promoting scientific practices and high engagement. Researchers have quantified this engagement according to flow theory. This study investigated whether a mobile SEG promotes flow experience and scientific practices with eighth-grade urban students. Students playing the game (n = 59) were compared with students in a business-as-usual control activity (n = 120). In both scenarios, students worked in small teams. Data measures included an open-ended instrument designed to measure scientific practices, a self-report flow survey, and classroom observations. The game players had significantly higher levels of flow and scientific practices compared to the control group. Observations revealed that game teams received less whole-class instruction and review compared to the control teams. Game teachers had primarily a guide-on-the-side role when facilitating the game, while control teachers predominantly used didactic instruction when facilitating the control activity. Implications for these findings are discussed.

Citation

Bressler, D.M. & Bodzin, A.M. (2016). Investigating Flow Experience and Scientific Practices during a Mobile Serious Educational Game. Journal of Science Education and Technology, 25(5), 795-805. Retrieved August 15, 2024 from https://www.learntechlib.org/p/176207/.

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Keywords

• Comparative Analysis
• Control Groups
• educational games
• Grade 8
• Handheld Devices
• Measurement Techniques
• Observation
• Scientific Methodology
• Student Surveys
• Urban Youth