Using Video Game Design to Motivate Students

Autor/inn/en	Evans, Michael A.; Jones, Brett D.; Akalin, Sehmuz
Titel	Using Video Game Design to Motivate Students
Quelle	In: Afterschool Matters, (2017) 26, S.18-26 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	None
Schlagwörter	Video Games; Student Motivation; After School Education; After School Programs; Learner Controlled Instruction; Learner Engagement; Motivation Techniques; Science Interests; Simulation; Participant Observation; Semi Structured Interviews; Biology; Evolution; Scientific Concepts; Scientific Methodology; Case Studies; Student Participation; Student Projects; Student Attitudes; Computer System Design + Suchen Sie Ihr Suchwort? Video game; Videospiel; Videospiele; Schulische Motivation; After-school programs; After school programs; Out of school education; Out-of-school education; Außerschulische Jugendbildung; After school education; Program; Programs; Programme; Programm; Motivationsförderung; Simulation program; Simulationsprogramm; Teilnehmende Beobachtung; Biologie; Case study; Fallstudie; Case Study; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schulprojekt; Schülerverhalten
Abstract	Because video games are so popular with young people, researchers have explored ways to use game play to engage students in school subjects (Peppler & Kafai, 2007; Rockwell & Kee, 2011; Small, 2011). Motivating students in science is especially important because of declines both in the number of young people who choose science careers and in the number of adults who have a sufficient grasp of science to make thoughtful decisions (Bell, Lewenstein, Shouse, & Feder, 2009). To counter these trends, informal science educators have adopted video games and simulations as teaching tools and have called for research on how games can motivate youth to engage with science (Honey & Hilton, 2011). Video games that provide level-building capabilities (Reiber, 2005) can be particularly useful in fostering informal science learning. To add to the knowledge base, the authors studied how students used level-based video game development in an out-of-school time (OST) setting to learn science content. Building on prior efforts (Evans & Biedler, 2012; Evans, Norton, Chang, Deater-Deckard, & Balci, 2013; Evans, Pruett, Chang, & Nino, 2014), they explored how the project incorporated the video game to support learners' science motivation. This work with a commercial off-the-shelf video game is an example of how a learner-centered, technology-infused approach can advance the theory and practice of informal science learning (Honey & Hilton, 2011). (ERIC).
Anmerkungen	National Institute on Out-of-School Time. Wellesley Centers for Women, 106 Central Street, Wellesley, MA 02481. Tel: 781-283-2547; Fax: 781-283-3657; e-mail: niost@wellesley.edu; Web site: http://www.niost.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01