Abstract
Serious games can play a role in physics education, especially in elementary mechanics, as they can provide hands-on experience with force and motion in a simulated environment. In this study, we used a serious three-dimensional immersive game to provide students with an environment in which they needed to search for explanations beyond their preconceptions. We expected that students would see the need for new theories. The goal of the game was for students to direct a ball to a target using forces they could regulate. In a quasi-experimental evaluation between a game group and a traditional group (receiving no game) with 73 participants no significant gain in knowledge was measured in either group. However, students who played the game were more motivated than students who experienced the traditional lesson). Implications for renewed game design and research are discussed.
Keywords
- Group Games
- Moral Tradition
- Conventional Instructional Methods
- Situational Motivation Scale (SIMS)
- Significant Motivation Effect
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
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van der Linden, A., van Joolingen, W. (2019). Supporting Conceptual Change in Physics with a Serious Game. In: Cai, Y., van Joolingen, W., Walker, Z. (eds) VR, Simulations and Serious Games for Education. Gaming Media and Social Effects. Springer, Singapore. https://doi.org/10.1007/978-981-13-2844-2_3
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DOI: https://doi.org/10.1007/978-981-13-2844-2_3
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