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Serious Games in the Classroom: Early Insights during Pilot Implementation
PROCEEDINGS

, University of Houston-Clear Lake, United States ; , Tietronix Software, Inc., United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The purpose of this study was to explore the outcomes of the implementation of a serious game (SG) prototype focused on the field of energy education/concepts taught in grades 5-9 that includes physical science (energy), renewable energy sources, and environmental impact of providing energy to households and businesses. The purpose of the research-based project was to determine the effects of the Serious Game for Energy Science” (SGES) on (1) student engagement, (2) student problem-solving abilities, (3) student interest in STEM-related activities and fields, and (3) learning outcomes in science, math, and reading comprehension. This presentation will focus on the early results of this project.

Citation

Willis, J. & Trevathan, M. (2015). Serious Games in the Classroom: Early Insights during Pilot Implementation. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 853-856). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved December 16, 2019 from .

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Cited By

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  • Exploring the Rules of the Game: Games in the Classroom, Game-Based Learning, Gamification, and Simulations

    Jana Willis, University of Houston-Clear Lake, United States; Spencer Greenhalgh, Michigan State University, United States; Larysa Nadolny, Iowa State University, United States; Sa Liu, University of Texas, United States; Tugce Aldemir, Penn State World Campus, United States; Sandra Rogers, University of South Alabama, United States; Monica Trevathan, Tietronix Software, United States; Susan Hopper, Pedagogical Balance of Effective Learning, United States; Wendy Oliver, Thrivist, United States

    Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 475–480

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Slides