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Effects of a Game-based Metaphor on Instructional Activity Design on Learning Outcomes in a Middle School General Science Class
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, , West Virginia University, United States

Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study investigated the effects of a game-like environment on instructional activity design on learning outcomes in a middle school general science class. The participants for this study were 165 students, ages 13-14 years old, who were enrolled in 8th grade at a mid-Atlantic middle school. For this study an introductory biology unit was designed using a game-like curricular structure. The results indicated that the instructional design of the unit using a game-like environment was successful and students exhibited learning.

Citation

Dowling, A. & Ahern, T. (2013). Effects of a Game-based Metaphor on Instructional Activity Design on Learning Outcomes in a Middle School General Science Class. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 2836-2838). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 19, 2019 from .

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