A Comparative Analysis of the Effect of Physical Activity Games and Digital Games on 9th Grade Students' Achievement in Physics

Autor/inn/en	Yildirim, Zehra; Baran, Medine
Titel	A Comparative Analysis of the Effect of Physical Activity Games and Digital Games on 9th Grade Students' Achievement in Physics
Quelle	In: Education and Information Technologies, 26 (2021) 1, S.543-563 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Baran, Medine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-020-10280-7
Schlagwörter	Physical Activities; Games; Video Games; Grade 9; Physics; Science Instruction; Secondary School Science; Teaching Methods; Educational Technology; Technology Uses in Education; Instructional Effectiveness; Game Based Learning; Student Attitudes + Suchen Sie Ihr Suchwort? Game; Spiel; Spiele; Video game; Videospiel; Videospiele; School year 09; 9. Schuljahr; Schuljahr 09; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtserfolg; Schülerverhalten
Abstract	The present study examined the influence of the method of physical activity games and digital games on 9th-grade students' achievements in a physics lesson. In the study, the semi-experimental design was used. The study group was made up of secondary school 9th-grade students from three different groups at a public school. The 1st experimental group included 27 students who were taught using the method of Physical Activity Games. The 2nd experimental group included 28 students who were taught using Digital Games. As for the third group, the control group, 28 students were selected. Concept Achievement Test with 30 items and Open-Ended Questions Exam with 11 items were used as the data collection tools. The findings revealed that instructions utilizing digital games and physical activity games contributed positively to the students' academic achievements. Whether it is a digital game or a physical activity game, it was seen that the students in any experimental groups entertained while learning due to either game-based method of teaching that, they eliminated their bias regarding physics lessons and that they did not feel afraid of physics any longer. Consequently, these methods allowed the students to concentrate on the concepts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01