Bridging Realty to Virtual Reality: Investigating gender effect and student engagement on learning through video game play in an elementary school classroom

The purpose of this study was to examine students' learning of simple machines, a fifth-grade (ages 10-11) forces and motion unit, and student engagement using a teacher-created Multiplayer Educational Gaming Application. This mixed-method study collected pre-test/post-test results to determine...

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Bibliographic Details
Published inInternational journal of science education Vol. 31; no. 8; pp. 1091 - 1113
Main Authors Annetta, Leonard, Mangrum, Jennifer, Holmes, Shawn, Collazo, Kimberly, Cheng, Meng-Tzu
Format Journal Article
LanguageEnglish
Published Routledge 15.05.2009
Subjects
Computer Simulation
Context Effect
Educational Games
Elementary School Science
Elementary School Students
Energy
Females
Focus Groups
Gain Scores
Gender Issues
Grade 5
Holistic Approach
Learner Engagement
Learning Processes
Males
Mechanics (Physics)
Motion
North Carolina
Statistical Analysis
Student Attitudes
Test Results
Video Games
North Carolina
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Summary:The purpose of this study was to examine students' learning of simple machines, a fifth-grade (ages 10-11) forces and motion unit, and student engagement using a teacher-created Multiplayer Educational Gaming Application. This mixed-method study collected pre-test/post-test results to determine student knowledge about simple machines. A survey ascertained the time spent using the computer for general purposes, and the time spent playing computer games as a function of gender. The pre-test and post-test design involved 74 students, 31 males and 43 females, who played the Dr. Friction Multiplayer Educational Gaming Application for several days in the middle of the unit. Results showed the females averaged using the computer more than their male counterparts and males played video games more than females. Analysis of covariance suggested no significant difference between the factor gender (p > .05) but statistically significant differences in gain scores (p = .001). Observations and qualitative focus groups suggested high student engagement and how video game technology can scaffold learning of simple machines.
ISSN:0950-0693
1464-5289
DOI:10.1080/09500690801968656