Just Playing a Game? Educational Simulation Software and Cognitive Outcomes
ARTICLE
Lyn Henderson, Joel Klemes, Yoram Eshet
Journal of Educational Computing Research Volume 22, Number 1, ISSN 0735-6331
Abstract
Describes a study that investigated whether second grade students internalized content and concepts embedded in a science computer simulation as opposed to treating it as a game to be played. Discusses cognitive outcomes and processes, thinking skills, use of scientific language, transfer to other contexts, and partner and gender considerations. (Contains 49 references.) (Author/LRW)
Citation
Henderson, L., Klemes, J. & Eshet, Y. (2000). Just Playing a Game? Educational Simulation Software and Cognitive Outcomes. Journal of Educational Computing Research, 22(1), 105. Retrieved August 12, 2024 from https://www.learntechlib.org/p/91337/.
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Keywords
Cited By
View References & Citations Map-
Using simulations to teach young students science concepts: An Experiential Learning theoretical analysis
Garry Falloon
Computers & Education Vol. 135, No. 1 (July 2019) pp. 138–159
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Quantity and quality of computer use and academic achievement: Evidence from a large-scale international test program
Jehanzeb Cheema, University of Illinois at Urbana-Champaign; Bo Zhang, University of Wisconsin-Milwaukee
International Journal of Education and Development using ICT Vol. 9, No. 2 (Aug 28, 2013)
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Factors Affecting the ICT Adoption in Higher Education
Katherine Chiluiza, Escuela Superior Politécnca del Litoral, Ecuador
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 1976–1980
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Living Books: The incidental bonus of playing with multimedia
Yoram Eshet & Eran Chajut, The Open University of Israel, Israel
Journal of Educational Multimedia and Hypermedia Vol. 16, No. 4 (October 2007) pp. 377–388
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