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Bridging the Digital Divide: Using Video Games to Enhance Science Learning

dc.contributor.authorTan, Eric
dc.descriptionTeaching and Learning Department Capstone Project.en_US
dc.description.abstractThis paper explores the affordances of digital video games in the learning of science amid a changing learner demographic. Current research in this area is largely focused on motivational aspects of video games. It is desirable, however, to investigate the effects of video games on learning of curricular content beyond mere engagement in the science classroom. Anchoring on diSessa’s (1993) “knowledge-in-pieces” model of conceptual change, it is argued that well-designed video games are primed to provide the bridge between conceptual learning in science and the motivation to engage in scientific content. Interviews conducted with 21 students from a preliminary field study of EPIGAME – a physics video game played by Grade 9 students from a public high school that explores Newton’s laws of motion, suggest that apart from motivating students to engage in the learning of scientific content, video games can impart curricular content if designed correctly and used with appropriate instructional strategies. However, the data also suggest that the changing expectations of learners provide a design challenge to educational video game designers.en_US
dc.publisherVanderbilt University. Peabody Collegeen_US
dc.subjectVideo gamesen_US
dc.subjectDigital nativesen_US
dc.subject.lcshVideo games in educationen_US
dc.subject.lcshScience -- Study and teachingen_US
dc.titleBridging the Digital Divide: Using Video Games to Enhance Science Learningen_US
dc.description.collegePeabody College of Education and Human Developmenten_US
dc.description.departmentDepartment of Teaching and Learningen_US

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