Game-Based Learning of Physics Content: The Effectiveness of a Physics Game for Learning Basic Physics Concepts
Aroutis Foster, Matthew Koehler, Punyashloke Mishra, Michigan State University, United States
EdMedia + Innovate Learning, in Orlando, FL USA ISBN 978-1-880094-60-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Games and simulations are changing the ways in which students learn today. However, much remains unknown about the effectiveness of games to learn specific subject matter. The aim of this study was to better understand the role that games can play in learning physics. In this study, we examine what participants learned by playing Physicus-a commercial, edutainment game. Physicus seeks to teach students basic physical science concepts (related to electricity and magnetism, and light and color) by embedding these ideas in a "save the world" scenario. Results of our study indicate that participants, who played Physicus, did learn physics concepts compared to the control group who played a non-edutainment game. We discuss how these learning gains interacted with participants' motivation, enjoyment, and interest for physics and games.
Foster, A., Koehler, M. & Mishra, P. (2006). Game-Based Learning of Physics Content: The Effectiveness of a Physics Game for Learning Basic Physics Concepts. In E. Pearson & P. Bohman (Eds.), Proceedings of ED-MEDIA 2006--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2119-2125). Orlando, FL USA: Association for the Advancement of Computing in Education (AACE).
© 2006 Association for the Advancement of Computing in Education (AACE)