Students%26apos; and Teachers%26apos; Perceptions of Using Video Games to Enhance Science Instruction

作者：Marino Matthew T^*; Israel Maya; Beecher Constance C; Basham James D

来源：Journal of Science Education and Technology, 2013, 22(5): 667-680.

DOI：10.1007/s10956-012-9421-9

• Video games
• Science
• Adolescents
• Reading ability
• Disability

Science education video game research points toward promising, but inconclusive results in both student learning outcomes and attitudes. However, student-level variables other than gender have been largely absent from this research. This study examined how students%26apos; reading ability level and disability status are related to their video game-playing behaviors outside of school and their perceptions about the use of science video games during school. Thirty-four teachers and 876 sixth- through ninth-grade students from 14 states participated in the study. All student groups reported that they would prefer to learn science from a video game rather than from traditional text, laboratory-based, or Internet environments. Chi-square analyses indicated a significant association between reading ability level, disability status, and key areas of interest including students%26apos; use of video games outside of school, their perceptions of their scientific abilities, and whether they would pursue a career in the sciences. Implications of these findings and areas for future research are identified.

• 出版日期2013-10