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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 0000-0002-4757-9131)
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
FullText Text:
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  Data: Using Commercial Video Games in Flipped Classrooms to Support Physical Concept Construction
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  Data: <searchLink fieldCode="AR" term="%22Ye%2C+S%2E+-H%22">Ye, S. -H</searchLink><br /><searchLink fieldCode="AR" term="%22Hsiao%2C+T%2E+-Y%22">Hsiao, T. -Y</searchLink><br /><searchLink fieldCode="AR" term="%22Sun%2C+C%2E+-T%22">Sun, C. -T</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-4757-9131">0000-0002-4757-9131</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Computer+Assisted+Learning%22"><i>Journal of Computer Assisted Learning</i></searchLink>. Oct 2018 34(5):602-614.
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  Data: 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
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  Data: Y
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  Data: 13
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Video+Games%22">Video Games</searchLink><br /><searchLink fieldCode="DE" term="%22Blended+Learning%22">Blended Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+Concepts%22">Scientific Concepts</searchLink><br /><searchLink fieldCode="DE" term="%22Motion%22">Motion</searchLink><br /><searchLink fieldCode="DE" term="%22Energy%22">Energy</searchLink><br /><searchLink fieldCode="DE" term="%22Mechanics+%28Physics%29%22">Mechanics (Physics)</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Science%22">Secondary School Science</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+8%22">Grade 8</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Activities%22">Learning Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink>
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  Data: 10.1111/jcal.12267
– Name: ISSN
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  Data: 0266-4909
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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        Value: 10.1111/jcal.12267
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 602
    Subjects:
      – SubjectFull: Video Games
        Type: general
      – SubjectFull: Blended Learning
        Type: general
      – SubjectFull: Learning Processes
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      – SubjectFull: Scientific Concepts
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      – SubjectFull: Motion
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      – SubjectFull: Energy
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      – SubjectFull: Mechanics (Physics)
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      – SubjectFull: Secondary School Science
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      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Grade 8
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      – SubjectFull: Cooperative Learning
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      – SubjectFull: Outcomes of Education
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      – SubjectFull: Learning Activities
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      – SubjectFull: Active Learning
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      – TitleFull: Using Commercial Video Games in Flipped Classrooms to Support Physical Concept Construction
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            NameFull: Hsiao, T. -Y
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            NameFull: Sun, C. -T
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