Engaging Middle School Students in Scientific Practice with a Collaborative Mobile Game

Autor/inn/en	Bressler, Denise M.; Bodzin, Alec M.; Tutwiler, Michael Shane
Titel	Engaging Middle School Students in Scientific Practice with a Collaborative Mobile Game
Quelle	In: Journal of Computer Assisted Learning, 35 (2019) 2, S.197-207 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bressler, Denise M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12321
Schlagwörter	Middle School Students; Grade 8; Science Instruction; Telecommunications; Handheld Devices; Educational Technology; Technology Uses in Education; Learner Engagement; Track System (Education); Gender Differences; Cooperative Learning; Urban Schools + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 08; 8. Schuljahr; Schuljahr 08; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Telekommunikationstechnik; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Leistungsgruppe; Leistungsdifferenzierung; Geschlechterkonflikt; Kooperatives Lernen; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	Previous research using collaborative mobile augmented reality games in science education revealed that such games can be used to promote learner engagement and have found that engagement in such mobile games is related to flow. This study investigated whether player's flow experience differed by achievement track, gender, or gender composition of working groups. In an urban school district, 202 students from two eighth-grade science classes participated in a collaborative mobile science game. Data included a self-report survey collected after the game that measured player's flow experience. Using a regression model, the relationship of flow experience with achievement track and gender was explored while controlling for group composition and teacher effects. The study found that gender was related to flow experience; specifically, girls reported higher flow experience scores (d = 0.30). Flow experience did not have a statistically significant relationship with achievement track showing that the activity engaged all observed students similarly. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01