Using a computer game to teach circuit concepts

被引：2

作者：

Kortemeyer, Gerd ^{[1
]}

Anderson, Daniel ^{[2
]}

Desrochers, Ann Marie ^{[2
]}

Hackbardt, Amanda ^{[2
]}

Hoekstra, Kelsie ^{[2
]}

Holt, Alexander ^{[2
]}

Iftekhar, Asif ^{[2
]}

Kabaker, Tyler ^{[2
]}

Keller, Nicole ^{[2
]}

Korzecke, Zosha ^{[2
]}

Gogonis, Angelos ^{[2
]}

Manson, Quincy ^{[2
]}

McNeill, George ^{[2
]}

Mookerjee, Dev ^{[2
]}

Nguyen, Sean ^{[2
]}

Person, Benjamin ^{[2
]}

Stafford, Madeline ^{[2
]}

Takamoribraganca, Lucas ^{[2
]}

Yu, Zeren ^{[2
]}

Zeng, Fanjun ^{[2
]}

Ratan, Rabindra ^{[3
]}

机构：

[1] Swiss Fed Inst Technol, Educ Dev & Technol LET, CH-8092 Zurich, Switzerland

[2] Michigan State Univ, E Lansing, MI 48825 USA

[3] Michigan State Univ, Dept Media & Informat, Coll Commun Arts & Sci, E Lansing, MI 48824 USA

来源：

EUROPEAN JOURNAL OF PHYSICS | 2019年 / 40卷 / 05期

关键词：

electrical circuits; simulation; gamification; computer game; electrical current; electrical potential; INTRODUCTORY ELECTRICITY; CURRICULUM-DEVELOPMENT; VIDEO GAMES; PHYSICS; DIFFERENCE; EXAMPLE; GUIDE;

D O I：

10.1088/1361-6404/ab2a1d

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

We describe the development and use of Kirchhoff's Revenge, a freely available computer game designed to teach circuit laws in introductory physics courses at the high-school and undergraduate level. In this case study, we describe design principles, effort involved in developing the game, as well as player experiences and feedback. We also report on concept-test results for time-independent scenarios (batteries, wires, and lightbulbs), where we find that conceptual learning gains from playing the game alone are similar to those from traditional instruction alone, but inferior to a combination of traditional instruction with investigative, physical laboratory experiments.

引用

页数：15

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