A Science Classroom That's More than a Game

Autor/inn/en	Barlow, Tim; Fleming, Barry
Titel	A Science Classroom That's More than a Game
Quelle	In: Teaching Science, 62 (2016) 2, S.31-37 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-6313
Schlagwörter	Science Instruction; Teaching Methods; Educational Technology; Technology Uses in Education; Educational Games; Grade 9; Adolescents; Student Motivation; Correlation; Science Achievement; Video Games; Homework; Student Surveys; Student Attitudes; Foreign Countries; Case Studies; Australia + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Educational game; Lernspiel; School year 09; 9. Schuljahr; Schuljahr 09; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Schulische Motivation; Korrelation; Video game; Videospiel; Videospiele; Hausaufgabe; Schülerbefragung; Schülerverhalten; Ausland; Case study; Fallstudie; Case Study; Australien
Abstract	"Blended" and "flipped" pedagogies are becoming more common features of classrooms as the technological revolution continues. While the appropriate use of technology in the learning environment can serve to motivate some students, significant problems surrounding student motivation and engagement remain. As such, the gamification, or the application of typical elements of game playing (e.g., point scoring, competition with others, levelling-up), to the learning process is increasing. In an attempt to motivate adolescent Year 9 students to undertake extension work in a course, we gamified Year 9 science. As a result of the gamification, 17% of students completed some extension material and two students completed significant amounts of extra work to achieve the highest level possible in the game. The accumulation of game points, or stars, throughout the course also enabled an analysis of student work output compared to traditional test and exam results. This analysis showed a strong positive correlation. (As Provided).
Anmerkungen	Australian Science Teachers Association. P.O. Box 334, Deakin West, ACT 2600, Australia. Tel: +61-02-6282-9377; Fax: +61-02-6282-9477; e-mail: publications@asta.edu.au; Web site: http://www.asta.edu.au/resources/teachingscience
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01