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 Educa-tional Gaming Application. This mixed-method study collected pre-test/post-test results to deter-mine 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 >.05) but statistically significant differences in gain scores (p =.001). Observations and qualitative focus groups suggested high student engagement and how video game technology can scaffold learning of simple machines.
| Original language | English |
|---|---|
| Pages (from-to) | 1091-1113 |
| Number of pages | 23 |
| Journal | International Journal of Science Education |
| Volume | 31 |
| Issue number | 8 |
| DOIs | |
| Publication status | Published - 2009 May 1 |
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All Science Journal Classification (ASJC) codes
- Education
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Bridging realty to virtual reality : Investigating gender effect and student engagement on learning through video game play in an elementary school classroom. / Annetta, Leonard; Mangrum, Jennifer; Holmes, Shawn; Collazo, Kimberly; Cheng, Meng Tzu.
In: International Journal of Science Education, Vol. 31, No. 8, 01.05.2009, p. 1091-1113.Research output: Contribution to journal › Article
TY - JOUR
T1 - Bridging realty to virtual reality
T2 - Investigating gender effect and student engagement on learning through video game play in an elementary school classroom
AU - Annetta, Leonard
AU - Mangrum, Jennifer
AU - Holmes, Shawn
AU - Collazo, Kimberly
AU - Cheng, Meng Tzu
PY - 2009/5/1
Y1 - 2009/5/1
N2 - 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 Educa-tional Gaming Application. This mixed-method study collected pre-test/post-test results to deter-mine 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 >.05) but statistically significant differences in gain scores (p =.001). Observations and qualitative focus groups suggested high student engagement and how video game technology can scaffold learning of simple machines.
AB - 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 Educa-tional Gaming Application. This mixed-method study collected pre-test/post-test results to deter-mine 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 >.05) but statistically significant differences in gain scores (p =.001). Observations and qualitative focus groups suggested high student engagement and how video game technology can scaffold learning of simple machines.
UR - http://www.scopus.com/inward/record.url?scp=70449592356&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=70449592356&partnerID=8YFLogxK
U2 - 10.1080/09500690801968656
DO - 10.1080/09500690801968656
M3 - Article
AN - SCOPUS:70449592356
VL - 31
SP - 1091
EP - 1113
JO - International Journal of Science Education
JF - International Journal of Science Education
SN - 0950-0693
IS - 8
ER -