Abstract
Many studies have shown that there is a positive impact of serious educational games (SEGs) on student learning. Because of the game graphics, animations, sounds, and narratives, the learners can immerse in the virtual surroundings. Once they immersed, they might try their best to solve the in-game tasks. Therefore, the purpose of this study was to develop a SEG-Bio Detective and to evaluate its impact on student science learning outcomes. Moreover, we further investigated the relationships between students' game immersion experience and their science learning and problem solving. The obtained results showed that student science learning can be significantly improved through Bio Detective play, but there were no significant correlations between game immersion and learning outcomes. Comparing the problem-solving patterns and problem-solving abilities between students with high- and low immersion experience, we found that students with high immersion experience had a more complete problem-solving pattern and a better problem-solving performance than students with low game immersion experience.
| Original language | English |
|---|---|
| Title of host publication | Workshop Proceedings of the 22nd International Conference on Computers in Education, ICCE 2014 |
| Editors | Thepchai Supnithi, Siu Cheung Kong, Ying-Tien Wu, Tomoko Kojiri, Chen-Chung Liu, Hiroaki Ogata, Akihiro Kashihara |
| Publisher | Asia-Pacific Society for Computers in Education |
| Pages | 171-178 |
| Number of pages | 8 |
| ISBN (Electronic) | 9784990801427 |
| Publication status | Published - 2014 Jan 1 |
| Event | 22nd International Conference on Computers in Education, ICCE 2014 - Nara, Japan Duration: 2014 Nov 30 → 2014 Dec 4 |
Publication series
| Name | Workshop Proceedings of the 22nd International Conference on Computers in Education, ICCE 2014 |
|---|
Other
| Other | 22nd International Conference on Computers in Education, ICCE 2014 |
|---|---|
| Country | Japan |
| City | Nara |
| Period | 14-11-30 → 14-12-04 |
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All Science Journal Classification (ASJC) codes
- Computer Science Applications
- Human-Computer Interaction
- Education
Cite this
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Bio Detective : Student science learning, immersion experience, and problem-solving patterns. / Hsu, Mei En; Cheng, Meng Tzu.
Workshop Proceedings of the 22nd International Conference on Computers in Education, ICCE 2014. ed. / Thepchai Supnithi; Siu Cheung Kong; Ying-Tien Wu; Tomoko Kojiri; Chen-Chung Liu; Hiroaki Ogata; Akihiro Kashihara. Asia-Pacific Society for Computers in Education, 2014. p. 171-178 (Workshop Proceedings of the 22nd International Conference on Computers in Education, ICCE 2014).Research output: Chapter in Book/Report/Conference proceeding › Conference contribution
TY - GEN
T1 - Bio Detective
T2 - Student science learning, immersion experience, and problem-solving patterns
AU - Hsu, Mei En
AU - Cheng, Meng Tzu
PY - 2014/1/1
Y1 - 2014/1/1
N2 - Many studies have shown that there is a positive impact of serious educational games (SEGs) on student learning. Because of the game graphics, animations, sounds, and narratives, the learners can immerse in the virtual surroundings. Once they immersed, they might try their best to solve the in-game tasks. Therefore, the purpose of this study was to develop a SEG-Bio Detective and to evaluate its impact on student science learning outcomes. Moreover, we further investigated the relationships between students' game immersion experience and their science learning and problem solving. The obtained results showed that student science learning can be significantly improved through Bio Detective play, but there were no significant correlations between game immersion and learning outcomes. Comparing the problem-solving patterns and problem-solving abilities between students with high- and low immersion experience, we found that students with high immersion experience had a more complete problem-solving pattern and a better problem-solving performance than students with low game immersion experience.
AB - Many studies have shown that there is a positive impact of serious educational games (SEGs) on student learning. Because of the game graphics, animations, sounds, and narratives, the learners can immerse in the virtual surroundings. Once they immersed, they might try their best to solve the in-game tasks. Therefore, the purpose of this study was to develop a SEG-Bio Detective and to evaluate its impact on student science learning outcomes. Moreover, we further investigated the relationships between students' game immersion experience and their science learning and problem solving. The obtained results showed that student science learning can be significantly improved through Bio Detective play, but there were no significant correlations between game immersion and learning outcomes. Comparing the problem-solving patterns and problem-solving abilities between students with high- and low immersion experience, we found that students with high immersion experience had a more complete problem-solving pattern and a better problem-solving performance than students with low game immersion experience.
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M3 - Conference contribution
AN - SCOPUS:84923950410
T3 - Workshop Proceedings of the 22nd International Conference on Computers in Education, ICCE 2014
SP - 171
EP - 178
BT - Workshop Proceedings of the 22nd International Conference on Computers in Education, ICCE 2014
A2 - Supnithi, Thepchai
A2 - Kong, Siu Cheung
A2 - Wu, Ying-Tien
A2 - Kojiri, Tomoko
A2 - Liu, Chen-Chung
A2 - Ogata, Hiroaki
A2 - Kashihara, Akihiro
PB - Asia-Pacific Society for Computers in Education
ER -