Engaging middle school students in scientific practice with a collaborative mobile game

被引：24

作者：

Bressler, Denise M. ^{[1
]}

Bodzin, Alec M. ^{[2
]}

Tutwiler, Michael Shane ^{[3
]}

机构：

[1] Rutgers State Univ, Ctr Math Sci & Comp Educ, 118 Frelinghuysen Rd, Piscataway, NJ 08854 USA

[2] Lehigh Univ, Dept Educ & Human Serv, Bethlehem, PA 18015 USA

[3] Univ Rhode Isl, Alan Shawn Feinstein Coll Educ & Profess Studies, Kingston, RI 02881 USA

来源：

JOURNAL OF COMPUTER ASSISTED LEARNING | 2019年 / 35卷 / 02期

关键词：

augmented reality; collaborative; engagement; flow; game-based learning; mobile technology; SCIENCE; GENDER; ACHIEVEMENT; EXPERIENCES; EDUCATION; IDENTITY; INQUIRY; CAREER;

D O I：

10.1111/jcal.12321

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Previous research using collaborative mobile augmented reality games in science education revealed that such games can be used to promote learner engagement and have found that engagement in such mobile games is related to flow. This study investigated whether player's flow experience differed by achievement track, gender, or gender composition of working groups. In an urban school district, 202 students from two eighth-grade science classes participated in a collaborative mobile science game. Data included a self-report survey collected after the game that measured player's flow experience. Using a regression model, the relationship of flow experience with achievement track and gender was explored while controlling for group composition and teacher effects. The study found that gender was related to flow experience; specifically, girls reported higher flow experience scores (d = 0.30). Flow experience did not have a statistically significant relationship with achievement track showing that the activity engaged all observed students similarly.

引用

页码：197 / 207

页数：11