1,134 research outputs found
Implementing an intrinsically integrated game on Newtonian mechanics in the classroom: outcomes in terms of conceptual understanding and transfer
Digital educational games have demonstrated large variations in learning
outcomes and transfer. Furthermore, educational games are usually embedded in a
larger educational setting. This case study evaluates in detail a lesson around
an educational game designed to foster transfer. The game, Newtons Race, is an
intrinsically integrated game on Newtonian mechanics. The learning goal of the
lesson is understanding and applying the relationship between forces and
motion. Outside of the game, lesson activities include a debriefing session, a
generalisation assignment, and an assignment on transfer situations. This
lesson was evaluated using a mixed-methods approach. A pre-post test design
(N=27) demonstrated a large significant learning effect (p = .002, d = .908).
Transfer, as measured within the posttest, was also fostered significantly. In
the qualitative part of the study, students written statements on the
worksheets and students utterances during the discussion were analyzed using
open coding. 79 percent Of all quotes were coded as scientifically correct.Comment: 25 pagers, 4 figures, 6 table
Predictors of Flow Experience and Knowledge Acquisition in a STEM Game
Prior work systematically investigating the factors contributing to flow experience and learning in educational games is scarce. The relationship between learnersâ acceptance of the game and individual difference variables relevant to game-based learning and learnersâ flow experience and learning still needs to be systematically explored. To address the gap in knowledge, the study aimed to systematically examine whether variables of technology acceptance and individual differences relevant to game-based learning may predict flow experience and knowledge acquisition in an educational game. A total of 69 undergraduate students participated in the current study. Results indicated studentsâ flow experience was predicted by some constructs of technology acceptance, namely, perceived playfulness and perceived attractiveness of the game. Five constructs of technology acceptance of the game, however, did not significantly predict learnersâ knowledge acquisition, although the correlation between perceived playfulness and knowledge acquisition from the game approached significance. Prior knowledge was found to be a negative predictor of knowledge acquisition from the game, that is, those with insufficient prior knowledge achieved greater knowledge acquisition from the game. Findings were discussed, and suggestions for future research were provided
The second quantum revolution: designing a teaching-learning activity on the quantum manifesto to futurize science education
Questa tesi Ăš la conclusione di un lavoro allâinterno di I SEE (Inclusive STEM Education to Enhance the capacity to aspire and imagine future careers), un progetto europeo Erasmus+ coordinato dallâUniversitĂ di Bologna e che coinvolge altri sei partner (http://iseeproject.eu). Il mio lavoro ha portato allo sviluppo di unâattivitĂ didattica intitolata âApplicazioni e implicazioni dei computer quantistici nella societĂ â che Ăš parte di un modulo I SEE sui computer quantistici.
Progetto e attivitĂ mirano a contribuite a due dibattiti nella ricerca sullâeducazione scientifica: quello sulla didattica STEM e sulla sua posizione in contesti di ricerca, istituzionali e didattici; quello sulla percezione del futuro da parte dei giovani in questo mondo in accelerazione.
Il primo capitolo riguarda lo stato dellâarte del dibattito sulla didattica STEM, da un punto di vista sia di ricerca che istituzionale, come modo di affrontare temi chiave che riguardano il rapporto problematico tra scienza e societĂ .
Nel secondo capitolo, viene presentato il progetto I SEE e collocato allâinterno della ricerca nella didattica STEM. Ă fornita una descrizione di come tale progetto contribuisce a promuovere lo sviluppo delle cosiddette future-scaffolding skills e a disegnare un approccio STEM integrato, con una descrizione dei moduli finlandese e italiano sulle tecnologie quantistiche.
Il terzo capitolo include la descrizione dellâattivitĂ che ho contribuito a sviluppare. Essa Ăš stata costruita per raggiungere diversi obiettivi tra cui guidare gli studenti di scuola secondaria a familiarizzare con la terminologia, le prospettive e i contenuti di documenti istituzionali come il Quantum Manifesto, e rendersi conto delle tante dimensioni coinvolte, riconoscendo dove e come le tecnologie quantistiche potranno essere dâimpatto nella vita del singolo.
Infine, si discutono i risultati dellâimplementazione dellâattivitĂ avvenuta a Bologna nel febbraio 2019 con 25 studenti di scuola secondaria
Teaching and learning special relativity theory in secondary and lower undergraduate education: A literature review
This review presents an overview and analysis of the body of research on
special relativity theory (SRT) education at the secondary and lower
undergraduate level. There is currently a growing international interest in
implementing SRT in pre-university education as an introduction to modern
physics. For this reason, insights into learning opportunities and challenges
in SRT education are needed. The field of research in SRT education is still at
an early stage, especially at the level of secondary education, and there is a
shortage of empirical evaluation of learning outcomes. In order to guide future
research directions, there is a need for an overview and synthesis of the
results reported so far. We have selected 40 articles and categorized them
according to reported learning difficulties, teaching approaches, and research
tools. Analysis shows that students at all educational levels experience
learning difficulties with the use of frames of reference, the postulates of
SRT, and relativistic effects. In the reported teaching sequences,
instructional materials, and learning activities, these difficulties are
approached from different angles. Some teaching approaches focus on thought
experiments to express conceptual features of SRT, while others use virtual
environments to provide realistic visualization of relativistic effects. From
the reported teaching approaches, three learning objectives can be identified:
to foster conceptual understanding, to foster understanding of the history and
philosophy of science, and to gain motivation and confidence toward SRT and
physics in general. In order to quantitatively compare learning outcomes of
different teaching strategies, a more thorough evaluation of assessment tools
is required
Let There Be Dragons! Towards Designing an Engaging Quest that Enhances Curiosity and Learning About Genetics
This study implemented a convergent parallel mixed methods approach to investigate game-based learning within an educational game compared to a modified entertainment game. Participants (N=31) were recruited from public middle and high schools as well as home school groups. Comparative data of participantsâ perceptions, preferences and learning outcomes were investigated to inform better educational game design. This study also considers player personality to determine how dispositional curiosity influences an individualâs approach, acceptance, and interaction with novel learning environments, specifically games. Findings show a statistically significant gain in genetics academic knowledge after the game-based learning intervention. The difference in knowledge gained for the two games was not statistically significant. All dimensions of engagement, motivation and curiosity were statistically significantly higher for the modified entertainment game. Increases in scientific curiosity was statistically significantly higher for the modified entertainment game while scientific curiosity statistically significantly decreased after playing the educational game. Qualitative analysis revealed five themes and provided deeper understanding of game design features that enhance learning, curiosity and engagement from the playerâs perception. Integration of quantitative and qualitative results suggest overall convergence and enhanced understanding of theoretical and practical implications of this research and identifies key relationships between game design, player perceptions and learning outcomes to inform better educational game design and implementation
A Framework for Understanding the Patterns of Student Reasoning Difficulties in Quantum Mechanics
Compared with introductory physics, relatively little is known about the
development of expertise in advanced physics courses, especially in the case of
quantum mechanics. Here, we describe a framework for understanding the patterns
of student reasoning difficulties and how students develop expertise in quantum
mechanics. The framework posits that the challenges many students face in
developing expertise in quantum mechanics are analogous to the challenges
introductory students face in developing expertise in introductory classical
mechanics. This framework incorporates both the diversity in upper-level
students' prior preparation, goals, and motivation in general (i.e., the facts
that even in upper-level courses, students may be inadequately prepared, have
unclear goals, and have insufficient motivation to excel) as well as the
"paradigm shift" from classical mechanics to quantum mechanics. The framework
is based on empirical investigations demonstrating that the patterns of
reasoning, problem-solving, and self-monitoring difficulties in quantum
mechanics bear a striking resemblance to those found in introductory classical
mechanics. Examples from research in quantum mechanics and introductory
classical mechanics are discussed to illustrate how the patterns of
difficulties are analogous as students learn to unpack the respective
principles and grasp the formalism in each knowledge domain during the
development of expertise. Embracing such a framework and contemplating the
parallels between the difficulties in these two knowledge domains can enable
researchers to leverage the extensive literature for introductory physics
education research to guide the design of teaching and learning tools for
helping students develop expertise in quantum mechanics
Learning through Games: Essential Features of an Educational Game
This study investigated the following research questions: (1) Do instructional games augment learning? (2) What is the impact of the challenge and fantasy features in instructional games on learning? For the purpose of this study, a game called Humatan was designed to teach human anatomy to high school students based on the Baltimore County Public Schools curriculum. Four different versions of the Humatan game were created:
1. A game with only the challenge feature turned on
2. A game with only the fantasy feature turned on
3. A game with both the challenge and fantasy features turned on
4. A game with challenge and fantasy turned off
High school students from Baltimore County Public Schools (n=202) were randomly assigned to play one of the above four versions of the Humatan game after taking a pretest on human anatomy. After playing the game, they also took a posttest and a survey to obtain information related to their Grade Point Average (GPA), Socioeconomic Status (SES), game skillfulness, gender, and the ethnicity. Since there were no existing survey instruments available for measuring game skillfulness, the researcher created a new survey instrument which was validated by the Survey Research Laboratory in the University of Illinois at Chicago. All the four groups showed an improvement in learning, which suggests that instructional games augment learning. Students who played the game version with only the challenge feature turned on (n=48) scored a higher average gain score than the students who played other variations of the game. Analysis of variance showed a main effect of challenge on the gain score, F (3, 198) = 4.71, p = .003. Students who played with only the fantasy feature turned on (n=52) obtained the lowest average gain score. This implies that the challenge feature significantly improved learning and the fantasy feature did not significantly improve learning. The GPA, SES, game skillfulness, gender, and the ethnicity of the students did not show any significant impact on learning
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