Factors Impacting the Effectiveness of Using Video Games to Teach Grade 8 Science: A Thematic Case Study
PROCEEDINGS
Kamini Jaipal, Brock University, Faculty of Education, Canada ; Candace Figg, Brock University, Faculty of Education, Canada
Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Abstract
Many Canadian schools have diverse student populations and there is need to explore how video games can be used to motivate and engage students in scientific inquiry and promote scientific literacy. This paper documents the factors impacting how one teacher implemented the video game, NanoLegends, into the Grade 8 science curriculum in Ontario. Data sources included individual interviews with the teacher, video-tapes of classroom instruction, lesson plans, classroom observations, student online discussion, other student artifacts, and interviews with students. Findings revealed that there were pedagogical factors that impacted the effective integration of video games in classroom practice and design features of the video game that impacted student learning of science. The implications of the findings are reflected in suggestions for appropriate design of video games to enhance instructional effectiveness and student learning.
Citation
Jaipal, K. & Figg, C. (2009). Factors Impacting the Effectiveness of Using Video Games to Teach Grade 8 Science: A Thematic Case Study. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 3773-3779). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved July 22, 2019 from https://www.learntechlib.org/primary/p/31241/.
Keywords
References
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