Investigating the impact of video games on high school students' engagement and learning about genetics

The popularity of video games has transcended entertainment crossing into the world of education. While the literature base on educational gaming is growing, there is still a lack of systematic study of this emerging technology's efficacy. This quasi-experimental study evaluated a teacher created video game on genetics in terms of its affective and cognitive impact on student users. While statistical results indicated no differences (p greater than 0.05) in student learning as measured by our instrument, there were significant differences (p less than 0.05) found in the participants' level of engagement while interfacing with the video game. Implications on this emerging line of inquiry are discussed. (Contains 3 tables and 1 figure.) Science

Annetta, L.A., Minogue, J., Holmes, S.Y., Cheng, M.
7/1/1905 0:00
Computers & Education, Vol. 53(1), 74-85.
Related Research
Content Area: 
Grade Level: 
IDEA Disability Category: 
emotional disturbance
major-other health impairment
specific learning disability
speech or language impairment
Instructional Support: 
multimedia products and projects
practice and reinforcement activities
visualizations and models
NSTA Content Standards: 
life science
science as inquiry
unifying concepts & processes