Investigating the impact of video games on high school students' engagement and learning about genetics

被引：363

作者：

Annetta, Leonard A. ^{[1
]}

Minogue, James ^{[1
]}

Holmes, Shawn Y. ^{[1
]}

Cheng, Meng-Tzu ^{[1
]}

机构：

[1] N Carolina State Univ, Dept Math Sci & Technol Educ, Coll Educ, Raleigh, NC 27695 USA

来源：

COMPUTERS & EDUCATION | 2009年 / 53卷 / 01期

基金：

美国国家科学基金会;

关键词：

Applications in subject areas; Interactive learning environments; Pedagogical issues; Secondary education; Virtual reality; COGNITIVE LOAD; DYNAMIC VISUALIZATIONS; MODELS; ARCHITECTURE; ACHIEVEMENT; ENVIRONMENT; MULTIMEDIA;

D O I：

10.1016/j.compedu.2008.12.020

中图分类号：

TP39 [计算机的应用];

学科分类号：

081203 ; 0835 ;

摘要：

The popularity of video games has transcended entertainment crossing into the world of education. While the literature base on educational gaming is growing, there is still a lack of systematic study of this emerging technology's efficacy. This quasi-experimental study evaluated a teacher created video game on genetics in terms of its affective and cognitive impact on student users. While statistical results indicated no differences (p > .05)in student learning as measured by our instrument, there were significant differences (p < .05) found in the participants' level of engagement while interfacing with the video game. Implications on this emerging line of inquiry are discussed. (C) 2009 Elsevier Ltd. All rights reserved.

引用

页码：74 / 85

页数：12

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