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Enhancing Ninth Graders’ Science Learning through Organiser-Supported Gaming

, , Graduate Institute of Information and Computer Education, National Taiwan Normal University, Taiwan

Journal of Interactive Learning Research Volume 31, Number 2, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This study explored the effects of an organiser-supported learning game on ninth graders’ science concept learning, perceptions of learning, enjoyment, and willingness to learn. A learning game (Force Hero) was modified from a commercial game, and a pre-test, a post-test, and a questionnaire were employed. In the game, students used their avatars’ skills that were designed based on science concepts to solve given problems. Thirty-eight students were invited to participate in the two-week experimental instruction and assigned to two groups: reading-and-gaming group (first, read a descriptive guidance showing what science concepts were contained and how they were represented or designed in the game; second, played the game) and gaming-and-reading group (played the game first, and then read the guidance). The results indicated that the reading-and-gaming group performed significantly better than the gaming-and-reading group in learning performance. Although no significant differences of the perception of enjoyment and willingness were found, the gaming-and-reading group reported significantly higher self-perceived learning gains than the reading-and-gaming group. The findings provide an alternative to develop learning games for teachers and gamification researchers, and encourage reflections on the combination of learning and gaming.

Citation

Sun-Lin, H.Z. & Chiou, G.F. (2020). Enhancing Ninth Graders’ Science Learning through Organiser-Supported Gaming. Journal of Interactive Learning Research, 31(2), 77-100. Waynesville, NC: Association for the Advancement of Computing in Education (AACE). Retrieved November 28, 2020 from .