You are here:

Are educational computer micro-games engaging and effective for knowledge acquisition at high-schools? A quasi-experimental study
ARTICLE

, ,

Computers & Education Volume 57, Number 3, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

Curricular schooling can benefit from the usage of educational computer games, but it is difficult to integrate them in the formal schooling system. Here, we investigate one possible approach to this integration, which capitalizes on using a micro-game that can be played with a teacher’s guidance as a supplement after a traditional expository lecture followed by a debriefing. The game’s purpose is to reinforce and integrate part of the knowledge learnt during the lecture. We investigated feasibility of this approach in a quasi-experimental study in 70 min long seminars on the topic of animal learning at 5 classes at 4 different high-schools in the Czech Republic. Each class was divided to two groups randomly. After an expository lecture, the game group played a game called Orbis Pictus Bestialis while the control group received an extra lecture that used media-rich materials. The time allotment was the same in both groups. We investigated the immediate and one month delayed effects of the game on students’ knowledge reinforced and integrated by the game as well as on knowledge learnt during the expository lecture but not strengthened by the game. We also investigated students’ overall appeal towards the seminar and its perceived educational value. Data from 100 students were analysed. The results showed that a) the game-playing is comparable to the traditional form of teaching concerning immediate knowledge gains and has a significant medium positive effect size regarding retention, b) the game-playing is not detrimental to information transmitted in the expository lecture but not strengthened by the game, c) perceived educational value and the overall appeal were high in the game group, nevertheless the perceived educational value was slightly lower in the game group comparing to the traditional group. Our results suggest that the proposed approach of harnessing educational computer games at high-schools is promising.

Citation

Brom, C., Preuss, M. & Klement, D. (2011). Are educational computer micro-games engaging and effective for knowledge acquisition at high-schools? A quasi-experimental study. Computers & Education, 57(3), 1971-1988. Elsevier Ltd. Retrieved March 22, 2023 from .

This record was imported from Computers & Education on February 1, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2011.04.007

Keywords

Cited By

View References & Citations Map

  • Collaborative Game-Based Learning with Motion-Sensing Technology: Analyzing Students' Motivation, Attention, and Relaxation Levels

    Cheng-Yu Hung, National Chiao Tung University, Institute of Education, Hsinchu, Taiwan; Yu-Ren Lin, Central China Normal University, School of Educational Information Technology, Wuhan, China; Kai-Yi Huang, National Chiao Tung University, Institute of Education, Hsinchu, Taiwan; Pao-Ta Yu, National Chung Cheng University, Department of Computer Science and Information Engineering, Chiayi, Taiwan; Jerry Sun, National Chiao Tung University, Institute of Education, Hsinchu, Taiwan

    International Journal of Online Pedagogy and Course Design Vol. 7, No. 4 (October 2017) pp. 53–64

  • Fifth Graders' Flow Experience in a Digital Game-Based Science Learning Environment

    Meixun Zheng, The Friday Institute for Educational Innovation, North Carolina State University, Raleigh, NC, United States; Hiller Spires, Friday Institute for Educational Innovation, North Carolina State University, Raleigh, NC, United States

    International Journal of Virtual and Personal Learning Environments Vol. 5, No. 2 (April 2014) pp. 69–86

  • 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

  • Serious Games Classroom Implementation: Teacher Perspectives and Student Learning Outcomes

    Monica Trevathan, Tietronix Software, Inc., United States; Michelle Peters, Jana Willis & Linda Sansing, University of Houston-Clear Lake, United States

    Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 624–631

  • Gamification Increases Scores of Underperforming Students in Cell Biology

    Donald Slish, Department of Biological Sciences, SUNY Plattsburgh, United States; Micael Nash, Department of Psychology, SUNY Plattsburgh, United States; Joshua Premo, School of Biological Sciences, Washington State University, United States

    EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 870–876

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

    Jana Willis, University of Houston-Clear Lake, United States; Monica Trevathan, Tietronix Software, Inc., United States

    Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 853–856

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.

Also Read