Learning and Motivational Impacts of a Multimedia Science Game

Autor/inn/en	Miller, Leslie M.; Chang, Ching-I.; Wang, Shu; Beier, Margaret E.; Klisch, Yvonne
Titel	Learning and Motivational Impacts of a Multimedia Science Game
Quelle	In: Computers & Education, 57 (2011) 1, S.1425-1433 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2011.01.016
Schlagwörter	Science Careers; Persuasive Discourse; Student Attitudes; Technology; Internet; Secondary School Students; Crime; Games; STEM Education; Pretests Posttests; Usability; Predictor Variables; Role Playing; Student Motivation; Science Education; Science Instruction; Web Based Instruction; Educational Technology; Teaching Methods; Multimedia Instruction + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Schülerverhalten; Technologie; Sekundarschüler; Crimes; Delict; Delicts; Delikt; Game; Spiel; Spiele; STEM; Prädiktor; Rollenspiel; Schulische Motivation; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Web Based Training; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Multimediales Lernen
Abstract	The power of a web-based forensic science game to teach content and motivate STEM careers was tested among secondary students. More than 700 secondary school students were exposed to one of the three web-based forensic cases for approximately 60 min. Gain scores from pre-test to a delayed post-test indicated significant gains in content knowledge. In addition, the game's usability ratings were a strong predictor of learning. A positive relationship between role-play experience and science career motivation was observed, which suggests a role for authentic virtual experiences in inspiring students to consider STEM careers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10