Effect of a Serious Educational Game on Academic and Affective Outcomes for Statistics Instruction

Autor/inn/en	Wronowski, Meredith; Urick, Angela; Wilson, Alison S. P.; Thompson, William; Thomas, David; Wilson, Scott; Elizondo, Francisco J.; Ralston, Ryan
Titel	Effect of a Serious Educational Game on Academic and Affective Outcomes for Statistics Instruction
Quelle	In: Journal of Educational Computing Research, 57 (2020) 8, S.2053-2084 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wronowski, Meredith)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633118824693
Schlagwörter	Outcomes of Education; Educational Games; Psychological Patterns; Learner Engagement; Statistics; Mathematics Education; Student Interests; Introductory Courses; Instructional Effectiveness; Computer Games; Computer Uses in Education + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Educational game; Lernspiel; Statistik; Mathematische Bildung; Studieninteresse; Einführungskurs; Unterrichtserfolg; Computer game; Computerspiel; Computerspiele; Computernutzung
Abstract	The overuse of lecture-based approaches for instruction in university courses may have limited student access to knowledge, particularly the transfer of complex concepts, such as central limit theorem in statistics. This study seeks to contribute to empirical research regarding the effectiveness of serious educational games (SEGs) to increase undergraduates' conceptual understanding and affective interest in statistics. An experimental design was used to test the efficacy of an SEG, Deadly Distribution, which simulates a real-world context to learn and interact with statistics concepts, compared to traditional notes and homework problems, as supplements to instruction in addition to class lectures. Students who played the game had similar increases in academic growth of conceptual knowledge as students who studied traditional course material. Furthermore, this treatment group had a significant increase in affective outcomes compared to the control group. These findings extend the current literature, which is mixed and sparse, on the effectiveness of SEGs in the undergraduate classroom. In an undergraduate introductory statistics course, an SEG might be an effective substitute for traditional study time of course materials outside of class to increase their affect toward the subject matter and produce similar gains for students who might not otherwise study. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01