Students' and Teachers' Perceptions of Using Video Games to Enhance Science Instruction

    Authors

    M. T. Marino; M. Israel; C. C. Beecher;J. D. Basham

    Comments

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    Abbreviated Journal Title

    J. Sci. Educ. Technol.

    Keywords

    Video games; Science; Adolescents; Reading ability; Disability; ADOLESCENTS; STRATEGIES; Education & Educational Research; Education, Scientific Disciplines

    Abstract

    Science education video game research points toward promising, but inconclusive results in both student learning outcomes and attitudes. However, student-level variables other than gender have been largely absent from this research. This study examined how students' reading ability level and disability status are related to their video game-playing behaviors outside of school and their perceptions about the use of science video games during school. Thirty-four teachers and 876 sixth- through ninth-grade students from 14 states participated in the study. All student groups reported that they would prefer to learn science from a video game rather than from traditional text, laboratory-based, or Internet environments. Chi-square analyses indicated a significant association between reading ability level, disability status, and key areas of interest including students' use of video games outside of school, their perceptions of their scientific abilities, and whether they would pursue a career in the sciences. Implications of these findings and areas for future research are identified.

    Journal Title

    Journal of Science Education and Technology

    Volume

    22

    Issue/Number

    5

    Publication Date

    1-1-2013

    Document Type

    Article

    Language

    English

    First Page

    667

    Last Page

    680

    WOS Identifier

    WOS:000324332400005

    ISSN

    1059-0145

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