Title

Students' And Teachers' Perceptions Of Using Video Games To Enhance Science Instruction

Keywords

Adolescents; Disability; Reading ability; Science; Video games

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. © 2012 Springer Science+Business Media New York.

Publication Date

10-1-2013

Publication Title

Journal of Science Education and Technology

Volume

22

Issue

5

Number of Pages

667-680

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1007/s10956-012-9421-9

Socpus ID

84884202784 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/84884202784

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