Abstract
This study attempted to examine students' learning outcomes and their learning experiences through playing a Serious Educational Game. A mixed-method research design was employed collecting both quantitative and qualitative data. A total of 98 middle-school students ranging from sixth to eighth grades participated through paper- and- pencil instruments, interviews and video recordings as data sources. A series of paired t-tests was used to analyse whether there were differences in learning outcomes and attitude changes toward methamphetamine use. The results showed that students learned more neuroscience content after exposure to the game (p < 0.01) and their attitude toward methamphetamine use became more negative (p < 0.01). Moreover, they actively performed several cognitive and metacognitive strategies to help the learning activity to best fit individual learning styles and to make the cognitive processes more efficient while interacting with the Serious Educational Game.
| Original language | English |
|---|---|
| Pages (from-to) | 203-213 |
| Number of pages | 11 |
| Journal | Journal of Biological Education |
| Volume | 46 |
| Issue number | 4 |
| DOIs | |
| Publication status | Published - 2012 Dec 1 |
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All Science Journal Classification (ASJC) codes
- Education
- Agricultural and Biological Sciences(all)
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Students' learning outcomes and learning experiences through playing a serious educational game. / Cheng, Meng-Tzu; Annetta, Len.
In: Journal of Biological Education, Vol. 46, No. 4, 01.12.2012, p. 203-213.Research output: Contribution to journal › Article
TY - JOUR
T1 - Students' learning outcomes and learning experiences through playing a serious educational game
AU - Cheng, Meng-Tzu
AU - Annetta, Len
PY - 2012/12/1
Y1 - 2012/12/1
N2 - This study attempted to examine students' learning outcomes and their learning experiences through playing a Serious Educational Game. A mixed-method research design was employed collecting both quantitative and qualitative data. A total of 98 middle-school students ranging from sixth to eighth grades participated through paper- and- pencil instruments, interviews and video recordings as data sources. A series of paired t-tests was used to analyse whether there were differences in learning outcomes and attitude changes toward methamphetamine use. The results showed that students learned more neuroscience content after exposure to the game (p < 0.01) and their attitude toward methamphetamine use became more negative (p < 0.01). Moreover, they actively performed several cognitive and metacognitive strategies to help the learning activity to best fit individual learning styles and to make the cognitive processes more efficient while interacting with the Serious Educational Game.
AB - This study attempted to examine students' learning outcomes and their learning experiences through playing a Serious Educational Game. A mixed-method research design was employed collecting both quantitative and qualitative data. A total of 98 middle-school students ranging from sixth to eighth grades participated through paper- and- pencil instruments, interviews and video recordings as data sources. A series of paired t-tests was used to analyse whether there were differences in learning outcomes and attitude changes toward methamphetamine use. The results showed that students learned more neuroscience content after exposure to the game (p < 0.01) and their attitude toward methamphetamine use became more negative (p < 0.01). Moreover, they actively performed several cognitive and metacognitive strategies to help the learning activity to best fit individual learning styles and to make the cognitive processes more efficient while interacting with the Serious Educational Game.
UR - http://www.scopus.com/inward/record.url?scp=84876401478&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84876401478&partnerID=8YFLogxK
U2 - 10.1080/00219266.2012.688848
DO - 10.1080/00219266.2012.688848
M3 - Article
AN - SCOPUS:84876401478
VL - 46
SP - 203
EP - 213
JO - Journal of Biological Education
JF - Journal of Biological Education
SN - 0021-9266
IS - 4
ER -