Skip to main content

Advertisement

SpringerLink
Log in

Students’ and Teachers’ Perceptions of Using Video Games in Science Classroom: A Literature Review

  • Review Article
  • Published:
SN Computer Science Aims and scope Submit manuscript

Abstract

Understanding students’ and teachers’ perceptions of using educational games in the science classroom is necessary for the implementation and adoptions of game-based teaching. The current study reviews literature on the status quos of students’ and teachers’ perceptions of game-based science teaching and explores possible influencing factors of such perceptions. Search terms and screening identified 17 peer-reviewed articles. Results indicate that perception of game-based teaching is generally defined as perceived expectancy and value of using video games in teaching or learning. The findings suggest that most students and teachers hold positive attitudes towards game-based teaching due to its cognitive and emotional effects on learning. However, some teachers only see games as motivation tools and are not confident in integrating games into the classroom due to the lack of relevant skills and extensive technology supports. Students’ perceptions may vary across genders and disability statuses. Teachers’ game-based teaching experience, educational levels, and professional development programs could influence their perceptions.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Similar content being viewed by others

References

  1. National Research Council. A framework for K-12 science education: practices, crosscutting concepts, and core ideas. Washington, DC: The National Academies Press; 2012.

    Google Scholar 

  2. Young MF, Slota S, Cutter AB, et al. Our princess is in another castle: a review of trends in serious gaming for education. Rev Educ Res. 2012;82(1):61–89.

    Article  Google Scholar 

  3. Shute VJ, Ke F, Almond RG, Rahimi S, Smith G, Lu X. How to increase learning while not decreasing the fun in educational games. In: Feldman RS, editor. Learning science: theory, research, and practice. New York: McGraw-Hill; 2019. p. 327–57.

    Google Scholar 

  4. Barab SA, Scott B, Siyahhan S, Goldstone R, Ingram-Goble A, Zuiker SJ, Warren S. Transformational play as a curricular scaffold: Using videogames to support science education. J Sci Educ Tech. 2009. https://doi.org/10.1007/s10956-009-9171-5.

    Article  Google Scholar 

  5. Squire K, Klopfer E. Augmented reality simulations on handheld computers. J Learn Sci. 2007. https://doi.org/10.1080/10508400701413435.

    Article  Google Scholar 

  6. Nelson BC. Exploring the use of individualized, reflective guidance in an educational multi-user virtual environment. J Sci Educ Technol. 2007;16(1):83–97.

    Article  Google Scholar 

  7. Barab S, Thomas M, Dodge T, Carteaux R, Tuzun H. Making learning fun: quest Atlantis, a game without guns. Educ Technol Res Dev. 2005;53(1):86–107.

    Article  Google Scholar 

  8. Gee JP. What video games have to teach us about learning and literacy. London: Palgrave Macmillan; 2003.

    Book  Google Scholar 

  9. An YJ, Haynes L, D’Alba A, Chumney F. Using educational computer games in the classroom: science teachers’ experiences, attitudes, perceptions, concerns, and support needs. Contemp Issues Technol Teach Educ. 2016;16(4):415–33.

    Google Scholar 

  10. Bartholow BD, Sestir MA, Davis EB. Correlates and consequences of exposure to video game violence: hostile personality, empathy, and aggressive behavior. Pers Soc Psychol Bull. 2005;31(11):1573–86.

    Article  Google Scholar 

  11. Rideout V, Robb MB. The Common Sense census: media use by tweens and teens 2019. San Francisco: Common Sense Media; 2019.

    Google Scholar 

  12. Ariffin MM, Oxley A, Sulaiman S. Students’ inclinations towards games and perceptions of Game-Based Learning (GBL). Int Conf Comput Inf Sci. 2014. https://doi.org/10.1109/ICCOINS.2014.6868839.

    Article  Google Scholar 

  13. Squire K. Changing the game: what happens when video games enter the classroom? Innovate J Online Educ. 2005;1:6.

    Google Scholar 

  14. Eastwood JL, Sadler TD. Teachers’ implementation of a game-based biotechnology curriculum. Comput Educ. 2013. https://doi.org/10.1016/j.compedu.2013.02.003.

    Article  Google Scholar 

  15. Clark DB, Tanner-Smith EE, Killingsworth SS. Digital games, design, and learning: a systematic review and meta-analysis. Rev Educ Res. 2016;86(1):79–122.

    Article  Google Scholar 

  16. Wigfield A, Eccles JS. Expectancy-value theory of achievement motivation. Contemp Educ Psychol. 2000. https://doi.org/10.1006/ceps.1999.1015.

    Article  Google Scholar 

  17. McKendree RB, McKim AJ, Pauley CM. Games in natural sciences education: exploring the perspectives of secondary school educators. J Nat Resour Life Sci Educ. 2019. https://doi.org/10.4195/nse2019.03.0005.

    Article  Google Scholar 

  18. An Y. The effects of an online professional development course on teachers’ perceptions, attitudes, self-efficacy, and behavioral intentions regarding digital game-based learning. Educ Technol Res Dev. 2018. https://doi.org/10.1007/s11423-018-9620-z.

    Article  Google Scholar 

  19. Vu P, Feinstein S. An exploratory multiple case study about using game-based learning in STEM classrooms. Int J Res Educ Sci. 2017;3(2):582–8.

    Article  Google Scholar 

  20. Marino MT, Israel M, Beecher CC, Basham JD. Students’ and teachers’ perceptions of using video games to enhance science instruction. J Sci Educ Tech. 2013. https://doi.org/10.1007/s10956-012-9421-9.

    Article  Google Scholar 

  21. Israel M, Wang S, Marino MT. A multilevel analysis of diverse learners playing life science video games: Interactions between game content, learning disability status, reading proficiency, and gender. J Res Sci Teach. 2016. https://doi.org/10.1002/tea.21273.

    Article  Google Scholar 

  22. Komalawardhana N, Panjaburee P. Proposal of personalised mobile game from inquiry-based learning activities perspective: relationships among genders, learning styles, perceptions, and learning interest. Int J Mob Learn Organ. 2018. https://doi.org/10.1504/IJMLO.2018.089237.

    Article  Google Scholar 

  23. Vallett D, Annetta L, Lamb R, Bowling B. Diffusing innovations: adoption of serious educational games by K-12 science teachers. Contemp Issues Technol Teach Educ. 2014;14(3):247–65.

    Google Scholar 

  24. de Winter J, Winterbottom M, Wilson E. Developing a user guide to integrating new technologies in science teaching and learning: teachers’ and pupils’ perceptions of their affordances. Technol Pedagog Inf. 2010;19(2):261–7. https://doi.org/10.1080/1475939X.2010.491237.

    Article  Google Scholar 

  25. Atwood-Blaine D, Huffman D. Mobile gaming and student interactions in a science center: the future of gaming in science education. Int J Sci Math Educ. 2017;15:45–65. https://doi.org/10.1007/s10763-017-9801-y.

    Article  Google Scholar 

  26. Bikar SS, Sharif S, Rathakrishnan B, Talin R. Students’ perceptions about the use of minimalist robotic games in geography education. Rev Int Geogr Educ Online. 2020;10(4):584–95. https://doi.org/10.33403/rigeo.739383.

    Article  Google Scholar 

  27. Franco-Mariscal AJ, Oliva-Martínez JM, Almoraima Gil ML. Students’ perceptions about the use of educational games as a tool for teaching the periodic table of elements at the high school level. J Chem Educ. 2015;92(2):278–85. https://doi.org/10.1021/ed4003578.

    Article  Google Scholar 

  28. Franco-Mariscal AJ, Oliva-Martínez JM, Blanco-López Á, España-Ramos E. A game-based approach to learning the idea of chemical elements and their periodic classification. J Chem Educ. 2016;93(7):1173–90. https://doi.org/10.1021/acs.jchemed.5b00846.

    Article  Google Scholar 

  29. Lazzaro N. Why we play: affect and the fun of games. In: Sears A, Jacko JA, editors. Human-computer interaction: designing for diverse users and domains. New York: CRC Press; 2009. p. 156–76.

    Google Scholar 

  30. Teo T. Modelling technology acceptance in education: a study of pre-service teachers. Compu Educ. 2009. https://doi.org/10.1016/j.compedu.2008.08.006.

    Article  Google Scholar 

  31. Becker K. Digital game-based learning once removed: teaching teachers. Br J Educ Technol. 2007;38(3):478–88. https://doi.org/10.1111/j.1467-8535.2009.0150.x.

    Article  Google Scholar 

  32. Huizenga JC, ten Dam GTM, Voogt JM, Admiraal WF. Teacher perceptions of the value of game-based learning in secondary education. Comput Educ. 2017;110:105–15. https://doi.org/10.1016/j.compedu.2017.03.008.

    Article  Google Scholar 

  33. Kenny R, Gunter G. Factors affecting adoption of video games in the classroom. J Interact Learn Res. 2011;22(2):259–276. http://rkenny.org/6507/jillr.pdf

Download references

Author information

Authors and Affiliations

  1. School of Education, Florida State University, Stone building, 1114 w. Call street, Tallahassee, FL, 32306, USA

    Xiaotong Yang

Authors
  1. Xiaotong Yang
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Xiaotong Yang.

Ethics declarations

Conflicts of interest

I confirm that there are no known conflicts of interest associated with this manuscript.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

This article is part of the topical collection “Innovation and Technology for Smart Learning” guest edited by Lam-for Kwok, Junjie Shang, Shinichi Sato and Richard Li.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Yang, X. Students’ and Teachers’ Perceptions of Using Video Games in Science Classroom: A Literature Review. SN COMPUT. SCI. 2, 411 (2021). https://doi.org/10.1007/s42979-021-00803-5

Download citation

  • Received:

  • Accepted:

  • Published:

  • DOI: https://doi.org/10.1007/s42979-021-00803-5

Keywords

Search

Navigation