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Rules of the Game: Effects of a Game-based Metaphor on Instructional Activity Design and the Use of Student Mentors 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 and the use of student mentors 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 8thgrade at a mid-Atlantic middle school. For this study an introductory biology unit was designed using a game-like curricular structure. Student mentors were utilized in order to aid focus on the content and not the technology. The results indicated that the instructional design of the unit using a game-like environment was successful and students exhibited learning. The mentor students were instrumental in steering their fellow students away from the “Siren’s Call” of the instrument (in this case StarLogo) and enabled increased focus on the content.

Citation

Dowling, A. & Ahern, T. (2013). Rules of the Game: Effects of a Game-based Metaphor on Instructional Activity Design and the Use of Student Mentors 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. 2839-2841). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved June 27, 2019 from .

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