Using Commercial Video Games in Flipped Classrooms to Support Physical Concept Construction
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| Title: | Using Commercial Video Games in Flipped Classrooms to Support Physical Concept Construction |
|---|---|
| Language: | English |
| Authors: | Ye, S. -H, Hsiao, T. -Y, Sun, C. -T (ORCID |
| Source: | Journal of Computer Assisted Learning. Oct 2018 34(5):602-614. |
| Availability: | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Video Games, Blended Learning, Learning Processes, Scientific Concepts, Motion, Energy, Mechanics (Physics), Secondary School Science, Secondary School Students, Grade 8, Cooperative Learning, Outcomes of Education, Learning Activities, Active Learning |
| DOI: | 10.1111/jcal.12267 |
| ISSN: | 0266-4909 |
| Abstract: | Based on the flipped-classroom model and the potential motivational and instructional benefits of digital games, we describe a flipped game-based learning (FGBL) strategy focused on preclass and overall learning outcomes. A secondary goal is to determine the effects, if any, of the classroom aspects of the FGBL strategy on learning efficiency. Our experiments involved 2 commercial games featuring physical motion concepts: "Ballance" (Newton's law of motion) and "Angry Birds" (mechanical energy conservation). We randomly assigned 87 8th-grade students to game instruction (digital game before class and lecture-based instruction in class), FGBL strategy (digital game before class and cooperative learning in the form of group discussion and practice in class), or lecture-based instruction groups (no gameplay). Results indicate that the digital games exerted a positive effect on preclass learning outcomes and that FGBL-strategy students achieved better overall learning outcomes than their lecture-based peers. Our observation of similar overall outcomes between the cooperative learning and lecture-based groups suggests a need to provide additional teaching materials or technical support when introducing video games to cooperative classroom learning activities. |
| Abstractor: | As Provided |
| Entry Date: | 2018 |
| Accession Number: | EJ1190340 |
| Database: | ERIC |
| Abstract: | Based on the flipped-classroom model and the potential motivational and instructional benefits of digital games, we describe a flipped game-based learning (FGBL) strategy focused on preclass and overall learning outcomes. A secondary goal is to determine the effects, if any, of the classroom aspects of the FGBL strategy on learning efficiency. Our experiments involved 2 commercial games featuring physical motion concepts: "Ballance" (Newton's law of motion) and "Angry Birds" (mechanical energy conservation). We randomly assigned 87 8th-grade students to game instruction (digital game before class and lecture-based instruction in class), FGBL strategy (digital game before class and cooperative learning in the form of group discussion and practice in class), or lecture-based instruction groups (no gameplay). Results indicate that the digital games exerted a positive effect on preclass learning outcomes and that FGBL-strategy students achieved better overall learning outcomes than their lecture-based peers. Our observation of similar overall outcomes between the cooperative learning and lecture-based groups suggests a need to provide additional teaching materials or technical support when introducing video games to cooperative classroom learning activities. |
|---|---|
| ISSN: | 0266-4909 |
| DOI: | 10.1111/jcal.12267 |
