Literaturnachweis - Detailanzeige
| Autor/in | Shernoff, David J. |
|---|---|
| Titel | Educational Video Games for Deep Learning: Influences on Student Engagement and Conceptual Understanding |
| Quelle | (2023), (27 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Learner Engagement; Undergraduate Students; Engineering Education; Video Games; Game Based Learning; Algorithms; Student Motivation; Student Attitudes; Concept Formation; Illinois |
| Abstract | In this paper, we report the results of a 3-year, quasi-experimental study comparing students' engagement and deep learning of course materials between students who took an undergraduate engineering course that used a video game approach to a control group. The video game, EduTorcs, provided challenges in which students devised control algorithms that race virtual cars through a simulated race track. Theoretically, the study is rooted in Mayer and colleague's cognitive theory of multimedia learning. Engagement was measured with the Experience Sampling Method. Students taking the game-based course reported greater intrinsic motivation and engagement than students taking the course in the traditional way; and they performed significantly better on tests of complex course concepts designed to measure deep learning. (As Provided). |
| Anmerkungen | AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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