Evaluating the Cognitive Consequences of Playing "Portal" for a Short Duration

Autor/inn/en	Adams, Deanne M.; Pilegard, Celeste; Mayer, Richard E.
Titel	Evaluating the Cognitive Consequences of Playing "Portal" for a Short Duration
Quelle	In: Journal of Educational Computing Research, 54 (2016) 2, S.173-195 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633115620431
Schlagwörter	Video Games; Teaching Methods; Technology Uses in Education; Simulated Environment; Computer Games; Play; Problem Solving; Computer Simulation; Physics; Science Instruction; Spatial Ability; STEM Education; Puzzles; Thinking Skills; Perspective Taking; Motion; Correlation; Comparative Analysis; Intuition; Undergraduate Students; Questionnaires; Educational Games; Statistical Analysis; Pretests Posttests; California + Suchen Sie Ihr Suchwort? Video game; Videospiel; Videospiele; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Künstliche Umwelt; Computer game; Computerspiel; Computerspiele; Spiel; Problemlösen; Computergrafik; Computersimulation; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Räumliches Vorstellungsvermögen; STEM; Legespiel; Denkfähigkeit; Zukunftsperspektive; Bewegungsablauf; Korrelation; Fragebogen; Educational game; Lernspiel; Statistische Analyse; Kalifornien
Abstract	Learning physics often requires overcoming common misconceptions based on naïve interpretations of observations in the everyday world. One proposed way to help learners build appropriate physics intuitions is to expose them to computer simulations in which motion is based on Newtonian principles. In addition, playing video games that require spatial processing may also facilitate the development of spatial skills that have been associated with learning in science, technology, engineering, and mathematics areas. Two studies were conducted to examine whether playing the first-person perspective puzzle game "Portal" causes improvements in physics intuitions and spatial cognition skills. In Experiment 1, college students played "Portal," the two-dimensional puzzle game "Tetris," or the anagram game "TextTwist" for 75 minutes. There were no significant differences on measures of naïve physics reasoning (selected from the Force Concept Inventory) or measures of spatial cognition (mental rotation and perspective taking). To determine whether "Portal" could influence formal physics learning, in Experiment 2 participants viewed a brief lesson on Newton's laws of motion after playing one of the three games for 1 hour. The groups did not differ on subsequent tests of physics learning. This study shows that "Portal" was not successful in priming intuitions about motion or spatial abilities related to physics learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01