Cecilia Sun (40396020) 2012

ETEC 500 65C

April 1,

A Review of Literature on Computer Gaming in Education Introduction In recent times, much attenti n has !een "i#en t the e$$ect $ "amin" n learnin" in chil%ren& 'amin" is a !r a% term that can enc mpass #i%e "ames, c mputer "ames an% simulati ns& This %i"ital aspect $ "amin" (ill !e the $ cus $ this re#ie(& )esearch in the area is e*tensi#e in ! th p ssi!le !ene$its $ learnin" thr u"h "ames as (ell as pp siti n t its #alue as an e%ucati nal t l& The su!+ect $ much research is n , un"er chil%ren,

!ut this re#ie( (ill $ cus n pre-a% lescents an% a% lescents& Stu%ies (ill !e anal,.e% $ r insi"ht int meth %s an% e$$ecti#eness $ implementin" "amin" int hi"h sch l science classr ms& l science are the

S me $ the ma+ r challen"es $ teachin" hi"h sch

$ailure $ r stu%ents t lin/ c ncepts t real ( rl% pr !lems an% stu%ent0s lac/ $ sel$-m ti#ati n& This is especiall, a seri us pr !lem $ r stu%ents (h are alrea%, l (-achie#in" an% (h are at ris/ $ r $ailin" a c urse& These stu%ents $ten !ene$it $r m a%apte% learnin" " als an% m %i$ie% pacin"& 'amin" pr #i%es the h / t %ra( stu%ent interest an% the plat$ rm (here

learnin" " als an% pacin" can !e speci$ie% $ r in%i#i%ual stu%ents& 1r #i%e% that stu%ents ha% pri r e*p sure t c mputers, "amin" is a t !e e*pl re% in its #alue in ai%in" teachers& In 2iller et al0s (2001) sur#e, $ mi%%le sch l stu%ents, 324 $ l that sh ul%

stu%ents use% c mputer $ r "ames at h me, (hile 354 use% c mputer $ r

"ames at sch

l& Stu%ents are spen%in" m re time at h me n "ames, an% l& Sh ul% m re "ames !e implemente% an% i$ s l currentl,& Stu%ies selecte%

this is n t re$lecte% at sch

then (h, are the, n t (ell represente% in sch

$ r this research re#ie( e*amines %i"ital "ames implemente% in a #ariet, $ hi"h sch als l l classes in the math, science an% techn l ", areas& The research

/s at perspecti#es an% attitu%es $ stu%ents, e%ucat rs an% parents

t (ar% the #alue $ "ames an% its r le in e%ucati n& Stu%ies that %escri!e characteristics $ "ames that appeal t , uth are als e*amine%& All $ these stu%ies (ill h pe$ull, $acilitate the %esi"n an% implementati n $ "ames as an a%%iti nal teachin" t l t supp rt the aca%emic an% li$e-l n"

achie#ement $ at-ris/ an% l (-achie#in" stu%ents&

Attitudes Toward Gaming 5hile there is $ear that c rrelates "ame (ith pla, an% n t (ith learnin" an% that "ames har! r #i lence, there is a "r (in" interest in the $iel% $ e%ucati nal "ames& Clar/ an% Ernst (2010) stu%ie% the use $ "amin" in teachin" science, techn l ",, en"ineerin" an% mathematics (STE2)& The, l /e% at the attitu%e t (ar% "amin" an% h ( it can !e inte"rate% int the m& The stu%, in# l#es stu%ents, e%ucat rs an% parents $r m acr ss

classr

the ( rl% (h (ent n the STE2 (e!site t # luntaril, c mplete a sur#e,& Se#ent, $ ur percent resp n%e% in $a# ur $ "amin" as an e%ucati nal t l&

6n the ther han%, the resp n%ents in the sur#e, (ere c ncerne% (ith the a%%icti#e nature $ "ames, (hile !elie#in" pr per structure can pr #i%e a

use$ul t

l $ r e%ucat rs& C ncerns (ith the stu%, inclu%e the n n-ran% m

selecti n $ sample& In%i#i%uals %ra(n t the (e!site ma, inherentl, ha#e a !ias t (ar% the p siti#e nature $ "amin"& Als , sel$-rep rtin" in the sur#e, ma, ha#e its !ias& In an ther e*ample, 7 h et al (2012) as/s speci$icall, teachers0 percepti n $ "amin", their stru""le in implementin" "amin" in the classr m an% (hether e*perience a$$ecte% the teachers0 percepti n& 8 ur

hun%re% an% ei"ht,-t( resp nses $r m teachers acr ss a (i%e "ra%e ran"e in Sin"ap re (ere c llecte% $r m sur#e,& 8i$t,-ei"ht percent $ teachers ha#e use% "ame in teachin" an% m st ha#e a p siti#e attitu%e t (ar%s its use$ulness& 9 (e#er, resp n%ents i%enti$ie% challen"es such as time, res urces, c sts, rele#ance an% supp rt as limitin" $act rs& This stu%, ran"es #er a (i%e mi* $ sch ls& A m re $ cuse% stu%, n a% lescents

( ul% !e interestin" in c mparin" %i$$erences, i$ an,& Als , teacher "en%er sh ul% !e $act re% in t l / $ r an, #ariance&

The interest in e%ucati nal "ames is e#i%ent in the a! #e e*amples& It %em nstrates the (illin"ness n the part $ teachers t inc rp rate "ames int their classr m& In the sec n% stu%,, teachers name% parent an%

a%ministrat r supp rt as challen"es $ r implementin" "ames& In the $irst stu%,, the #er(helmin" p siti#e #ie( ma, !e l cali.e% t speci$ic "r ups& 5hether this #ie( can !e applie% t the "eneral pu!lic remains t !e stu%ie%&

Evidence of the effectiveness of digital educational game The $ ll (in" stu%ies e*amine the e#i%ence $ r the e$$ecti#e learnin" utc me pr #i%e% !, e%ucati nal "ames& 1apaster"i u (2009) stu%ie% the e$$ecti#eness $ "amin" $ r learnin" c mputer mem r, c ncepts speci$icall, in the hi"h sch l c mputer science curriculum& T( "r ups $ 16-13 ,ear

l%s (ere preteste% an% p st-teste% an% recei#e% either "amin" r n n"amin" treatment& The "r up (ith the "amin" treatment sc re% hi"her an% (as m re en"a"e%& 9 (e#er, this ma, !e %ue t the $act that the "amin" treatment "r up (as initiall, t l% that the, ( ul% !e pla,in" "ames, (hich c ul% incur the p siti#e attitu%e an% m ti#ati n t achie#e !etter sc res& 9 ( the treatments (ill !e e$$ecti#e in the l n" term sh ul% !e stu%ie% t see i$ the n #elt, $ "amin" pla,in" (ears $$& In a sec n% $ ur-,ear stu%, in# l#in" sch ls in a rural an% an ur!an

cit,, the e$$ecti#eness $ c mputer simulati n in chemistr, learnin" is e#aluate% (1lass et al, 2011)& 1 st-test (ere "i#en an% less ns (ere !ser#e% %urin" implementati n& Teachers tau"ht ! th a c ntr l an% an e*perimental class& )esults sh (e% e$$ecti#eness $ this simulati n t particular $ r a l (er achie#in" class& This stu%, is challen"e% !, the %i$$icult, $ chan"es ma%e !, in%i#i%ual teachers as the, see $it $ r their class& The selecti n $ su!+ect $ r the stu%, is # luntar, in ne cit,, (hile teachers (ere n t "i#en the ch ice in the ther cit,& This can lea% t hi"her m ti#ati n in ne settin"& A hi"h teacher an% stu%ent m ti#ati n seems t !e necessar, $ r the l, in

implementati n $ "ames in the curriculum& The s/ills le#el $ the teacher c ul% !e a /e, $act r& In the sec n% e*ample, teachers (ere "i#en pri r trainin", !ut each teacher implemente% the simulati n acc r%in" t their pre$erence& In the $irst stu%,, the teacher $act r (as c mpletel, ta/en ut $ the stu%, an% stu%ents nl, interacte% (ith the c mputer& A hi"hl, m ti#ate% teacher (h "i#es timel,, in%i#i%uali.e% $ee%!ac/ c ul% !e the %ri#in" $ rce here, (hether r n t "ames an% simulati n are use%&

Challenges of gaming in education The $ ll (in" t( stu%ies e*amine the elements $ "amin" that appeals t stu%ents& Trespalaci s et al (2011) set ut t $in% in a t( (ee/ summer pr "ram $ 32 mi%%le sch l stu%ents (hat m ti#ates stu%ents t

pla, "ames in "r ups r in%i#i%uall,& The :uesti nnaire results $ un% that stu%ents pre$er pla,in" "ames that in# l#e c lla! rati n an% c mpetiti n& 5hether these s/ills can !e trans$erre% t the classr m remains t !e

stu%ie%& Stu%ents (h si"ne% up $ r this camp ma, !e m ti#ate% t !e in a c perati#e camp en#ir nment an% n t in in%i#i%ual "ame pla, situati n, in

(hich case the, ( ul% ha#e pte% t pla, "ames at h me n their (n& The #ali%it, $ the :uesti nnaire use% t c llect the resp nse als nee%s t !e teste% $irst& In the Sa#annah pr +ect, ten 10-11 ,ear l% stu%ents (ere !ser#e% n their interacti ns %urin" a m !ile "ame (8acer et al, 2004)& The stu%, %i%n0t ha#e a clear h,p thesis !ut (as l /in" t test the ne(l, %e#el pe% "ame

$ r (a,s t ma/e impr #ements n the e*istin" m %el& The stu%, $ un% that the "ame "a#e stu%ents a real e*perience $ the Sa#annah, inclu%in" smell, si"ht an% s un%& 9 (e#er, the, $ un% a %isc nnecti n !et(een the stu%ents as acti#e participants in the "ame t their passi#e !eha#i r as stu%ents (hen the teacher is "i#in" instructi ns& The stu%, un$ rtunatel, nl, $ cuse% n a #er, small sample "r up& 5hile stu%ents are acti#el, in# l#e% in the "ame e*perience, it ( ul% als !e interestin" t /n ( (hat their learnin" e*perience is an% assess the utc me $ the curriculum c ntent in the "ame& In the a! #e stu%ies, stu%ents are c mpletel, immerse% in the "amepla,in" ( rl%& The, are in# l#e% in c mple* "ames that ma, r ma, n t ha#e lin/s t curriculum c ntent& ; es this t,pe $ "ame pla,in" $$er a %istracti n then t their interacti ns in the tra%iti nal sch l settin"< 5hat

are the l n"-term e$$ects $ this immersi n in a c mple* "ame< This t,pe $ "ame ma, n t re$lect the t,pe $ "ames e%ucat rs "enerall, use in their classr m, (hich ten% t !e simpler an% are meant t c mplement a less n

an% n t replace it& =ut it % es h l% pr mise $ r enc ura"in" the %e#el pment $ c Conclusion There appears t !e a"reement n the e%ucati nal #alue $ "ames in m ti#atin" an% %e#el pin" s/ills in stu%ents (Clar/ an% Ernst, 2010> 7 h et al, 2012)& The attitu%e $ r e%ucati n "amin" is p siti#e& 5h, then are "amin" n t (i%el, implemente% in classr ms< The challen"e appears t !e perati#e interacti n am n" stu%ents&

%i$$icult, in $in%in" "ames that are cl sel, lin/e% t curriculum c ntent& 6$ten these "ames are less attracti#e r less c mple* t !e a!le t %ra( in stu%ent attenti n as ther c mmercial "ames ( ul%& There als appears t !e the #ie( that time spent n "amin" ( ul% %ra( a(a, $r m ther m re imp rtant acti#ities in the classr m& Stu%ents retain m re in$ rmati n

thr u"h "ame pla, (1apaster"i u, 2009> 1lass et al, 2012)& Stu%ents pre$er the c lla! rati n $$ere% !, s me t,pes $ "ames (Trespalaci s et al, 2011> 8acer et al, 2004)& 5hat are the t,pes $ s/ills (e (ant stu%ents t %e#el p $r m "amepla,< Is it /n (le%"e ac:uisiti n r is it c perati#e learnin"< 'amin"

has pr #en s me e$$ecti#eness in ! th areas& 'amin" replaces tra%iti nal teachin" in s me cases an% is use% as a c mplementar, teachin" t thers& The sec n% case ma, !e m re accurate in a classr l in

m (here "ame

pla,in" is unli/el, t replace tra%iti nal teachin" c mpletel,& A l n"-term stu%, sh ul% !e % ne t l / at the e$$ecti#eness $ "amin" a$ter its n #elt,

has ( rn $$& The speci$ic a"e ran"e $ 14-15 ("ra%e 9) sh ul% !e the $ cus since h ( a% lescents react t "ame pla, in class c ul% #ar, si"ni$icantl, $r m chil%ren&

Cecilia Sun (40396020) 2012

ETEC 500 65C

April 1,

A Research Proposal: The Effect of Gaming as a teaching tool in Science Introduction 6ne $ the ma+ r challen"es $ teachin" hi"h sch l science is t

m ti#ate stu%ents t !ec me curi us an% in:uisiti#e a! ut scienti$ic c ncepts an% then appl,in" them t their e#er,%a, li#es& 5ith sel$m ti#ati n, stu%ents can $ten increase their success in a c urse an% help t create a p siti#e learnin" en#ir nment $ r the class& The sec n% challen"e, (hich is in man, (a,s cl sel, tie% t the pre#i us challen"e is t present scienti$ic c ncepts in an eas, t un%erstan%, en"a"in" an% rele#ant (a,& I$ this is achie#e%, it $ten pr m tes the m ti#ati n stu%ents nee% t #erc me

hur%les in their learnin" pr cess& 6ne m ti#ati n that is the %ri#in" $ rce $ r man, stu%ents is mar/s& It0s a c mpetiti n (ith themsel#es an% (ith thers t stri#e $ r the !est mar/ p ssi!le& 9 (e#er this is n t usuall, the case $ r stu%ents (h are l (-achie#in" r at at-ris/& 2an, $ them are n t m ti#ate% t ( r/ har%er e#en i$ this means passin" a c urse& These stu%ents $ten lac/ the s/ills nee%e% t succee% in a science class an% ha#e $ten n t !een p siti#el, rein$ rce% (ith aca%emic success in the past& 8in%in" (a,s t impr #e the success rate $ these stu%ents is the ther challen"e& 'amin" has recentl, "aine% m re acceptances $r m e%ucat rs an% the "eneral pu!lic as a t l t use in classr ms& Speci$icall,,

e%ucati nal "ames %e#el pe% $ r the classr

m has the p tential t help

stu%ents retain in$ rmati n, t pr #i%e sel$-m ti#ati n an% t %e#el p %i"ital

s/ills rele#ant $ r t %a,0s ( r/$ rce& 5hile there is $ear that "ames are lin/e% t #i lence, unstructure% pla, an% a%%icti n, care$ull, structure% e%ucati nal "ames has !een pr #en t !e a #alua!le t l& 2an, stu%ents

are alrea%, immerse% in a ( rl% $ #i%e "ames an% c mputer "ames at h me& The, ha#e %e#el pe% c mputer literac, that is unli/e an, "enerati n pre#i us& 1erhaps these stu%ents $eel a %isc nnecti n t the acti#ities in the classr m !ecause the curriculum is still m %ele% n a m re tra%iti nal

meth % $ teachin" an% learnin"& The science curriculum in =C is chan"in", !ut n t at the same pace that techn l ", is chan"in" the (a, stu%ents learn& I$ m re e%ucati nal "ames lin/e% %irectl, t the curriculum are %e#el pe% then (e can !ri%"e the "ap !et(een (hat stu%ents learn utsi%e $ sch l t (hat the, learn in sch l&

'ames als pr #i%e the p ssi!ilit, $ in%i#i%uali.e% learnin", pr "ressi#el, challen"in" " als an% imme%iatel, $ee%!ac/& These are $ten %i$$icult t achie#e (ith the rati $ ne teacher t 30 stu%ents& This is $ten

an ther reas n $ r stu%ents t l se their $ cus in a class an% $all !ehin% in the acti#ities in class& 6ther stu%ents ma, $eel unchallen"e% !, the c ntent an% " als $ a class an% there$ re ma, !ec me %isrupti#e r achie#e !el ( (hat the, are capa!le $& 'ames ma, h l% the /e, t en"a"e at the same time ! th stu%ents (h are $allin" !ehin% in a class an% stu%ents (h are hi"h achie#in"& It all (s the teacher t c me a $acilitat r $ learnin" (hile stu%ents are acti#el, in# l#e% in a meanin"$ul tas/& In recent times, much research has !een % ne n stu%ent, teacher,

a%ministrat r an% the "eneral pu!lic0s #ie( n e%ucati nal "ames, n it0s li/e t in$ rmati n retenti n an% n the p ssi!le c lla! rati#e nature $ %i"ital "ames& 2uch research has !een % ne n chil%ren0s resp nse t "ames, !ut this research (ill l / at a% lescents& Since chil%ren are

naturall, m re curi us an% ea"er, the challen"e lies in m ti#atin" a% lescents (h are m re resistant t learnin"& In =C0s sch hi"h sch l s,stem (here

l is c mprise% $ "ra%es ?-12, stu%ents in "ra%e ? (a"e 12-13) in l& Stu%ents in "ra%e 9 an% 10

"eneral are still m ti#ate% t % (ell in sch

$ace a transiti n peri %& In "ra%e 11 stu%ents ha#e m re pti ns in the t,pe $ science c urse the, ( ul% li/e t ta/e& These are the c nsi%erati n ta/en (hen selectin" the appr priate a"e $ r the stu%,& Stu%ents in "ra%e 9 (a"e 13-14) (ill !e selecte% $ r the stu%, since this is the a"e (here stu%ents "enerall, !e"in t l se interest in sch in the area $ "amin" "enerall, appl, t l& Stu%ies

ne t pic in a c urse r #er a sh rt

$e( (ee/s& A lac/ $ l n"-term stu%, in the literature pr mpte% this stu%, t pr p se the l n"-term e$$ect (t( ,ears) $ inc rp ratin" "amin" int the classr m& The lac/ $ c mple* e%ucati nal "ames a#aila!le in science an%

!ecause $ time restraint, simpler "ames a#aila!le $ r each t pic in the curriculum (ill !e peri %icall, implemente%& This stu%, pr p se t e#aluate the aca%emic achie#ement an% m ti#ati n $ inc rp ratin" %i"ital "ames int a hi"h sch 14)& l science class #er t( ,ears startin" in "ra%e 9 (a"e 13-

Literature Review Supp rt $ r the use $ e%ucati nal %i"ital "ames in the classr m is

c ntinuall, "r (in"& In an nline sur#e, $ 25? participants $r m a #ariet, $ !ac/"r un%s inclu%in", stu%ents, teachers, parents an% techn l ", pr $essi nals, an #er(helmin" ma+ rit, supp rt the use $ e%ucati nal "ames (Clare/ @ Ernst, 2010)& 5hile the participati n in this stu%, is # luntar, an% there ma, !e a !ias $ participants (h are %ra(n t the stu%, !ecause $ their interest in e%ucati nal "ames, the stu%, lin/s the p ssi!ilit, $ ta/in" the entertainment #alue $r m "amin" an% implementin" it int e%ucati n& In an ther research that supp rts this p siti#e #ie( $ %i"ital "ames in the classr m, 4?2 teachers are sur#e,e% in :uesti nnaires n their

percepti ns (7 h et al, 2012)& Teachers !elie#e that a% ptin" e%ucati nal "ames can !e !ene$icial $ r stu%ents& 9 (e#er the, $ace challen"es such as time, $in%in" appr priate "ames an% "ettin" supp rt $r m parents an% a%ministrat rs& 5hile the sel$-rep rtin" meth % is limitin", especiall, $ r h ( man, teachers ha#e trie% "amin" in their classr in this %irecti n sh ul% !e n te%& As $ r the e$$ecti#eness $ "ames t increase in$ rmati n retenti n an% m ti#ati n, a research in hi"h sch l c mputer science supp rts this m, the %esire t m #e

(1apaster"i u, 2009)& T( "r ups $ stu%ents, ne (ith "amin" applicati n an% the ther (ith n n-"amin" applicati n (ere preteste% an% p st-teste% n their /n (le%"e retenti n& The "amin" "r up (as $ un% t !e hi"hl,

m ti#ate% an% recei#e% !etter sc re n the p st-test than the n n-"amin" "r up& The stu%, ccurre% #er nl, ne class peri % an% (hether the in$ rmati n retenti n can !e applie% #er the l n" term r i$ "amin" (ill c ntinue t m ti#ate stu%ents remains t !e stu%ie%& The e$$ecti#eness $ stimulati n (as als %em nstrate% in chemistr, (1lass et al, 2012)& Se#en hun%re% an% ei"hteen stu%ents (ere tau"ht a unit (ith simulati n r a c ntr l "r up tau"ht (ith te*t material& In this stu%,, teachers %i% n t a%here strictl, t the "i#en "ui%elines an% ma%e a%%iti ns as the, see $it& The %i$$erence in the t( stu%ies is the c mplete rem #al $ teacher in ne an% the %epen%enc, n teacher %eli#er, in the ther& The $irst ma, n t !e realistic in a sch l n"-term& 8inall,, there is e#i%ence $ r the c lla! rati#e nature $ "amin", (hich c unters the c ncern that "amin" is an in%i#i%ual acti#it,& In a sur#e, $ mi%%le sch l stu%ents (h pla,e% %i$$erent t,pes $ "ames %urin" a t( l settin" an% ! th stu%ies sh ul% !e e*ten%e% #er the

(ee/ summer camp, a ma+ rit, pre$ers "ames that all ( them t ( r/ in "r ups (Trespalaci s et al, 2011)& The sample here ma, !e !iase% since stu%ents (h participate% ma, ha#e a pre$erence t ( r/ in "r ups& In an ther stu%, $ ten 11-12 ,ear l%s (h pla,e% a m !ile "ame, m ti#ati n t learn (as hi"h am n" them (8acer et al, 2004)& This stu%, %i% n t ha#e a c ntr l "r up an% the num!er $ stu%ents sample% (as #er, small& In ! th stu%,, the teacher $act r (as n t there, (hich % es n t re$lect #er, (ell h ( e%ucati nal "ames ( ul% !e use% in the classr m& 9 (e#er, it % es a"ree

n the innate %esire $ r stu%ents t ( r/ c

perati#el,&

ethodolog! 1articipants A :ualitati#e case stu%, $ ne class $ l (-achie#in" "ra%e nine Science class $ 20 stu%ents (ill !e selecte% $ r the stu%,& C n#enience samplin" is use% since this "r up $ stu%ents has alrea%, !een care$ull, selecte% int this class& Stu%ents (h are em ti nall, $ra"ile r re:uire e*tra supp rt are "r upe% int this class& 2an, sch ls ( ul% nl, ha#e ne

such Science class& It ( ul% !e %i$$icult t replicate this "r up in an ther sch l since each sch l has its (n p lic, $ r mainstreamin" these stu%ents ne speciali.e% class& This "r up

int re"ular classes r t "r up them int

$ stu%ents (ill remain relati#el, the same #er the c urse $ three ,ears, $r m "ra%e ei"ht t ten& There$ re, it re%uces the m rtalit, rate i$ the stu%, is carrie% #er a t( -,ear peri %& The same teacher "enerall, is assi"ne% t teach this class #er the t( ,ears there$ re ma/in" the t( -,ear c ntinuati n p ssi!le& Testin" Instrument The :ualitati#e meth % $ case stu%, (ill !e use% n this class& Anec% tal !ser#ati ns (ill !e ma%e n the stu%ents !, an !ser#er& Stu%ent m ti#ati n (ill !e !ser#e% !, c untin" the num!er $ %isrupti#e !eha#i r an% the num!er $ n-tas/ !eha#i r e*hi!ite% !, the stu%ents #er a ne class peri % e#er, ther (ee/& 5hile stu%ent m ti#ati n "enerall,

pea/s at the !e"innin" $ the ,ear an% "ra%uall, %ecreases until each rep rtin" peri %& This tren% can !e c mpare% #er the t( ,ear peri % t l / $ r %iscrepancies& Stu%ents an% teacher (ill als !e inter#ie(e%

thr u"h ut the stu%, n their percepti n $ e%ucati nal "ames in the class an% their en"a"ement le#el in the Science class& T stu%, the in$ rmati n retenti n !ene$it $ e%ucati nal "amin", stu%ent test result at the mi%-,ear an% ,ear-en% sch l (i%e e*ams (ill !e

e#aluate%& This (ill !e a t tal $ $ ur e*ams #er the peri % $ t( ,ears& These results (ill !e c mpare% t stu%ent0s pre#i us e*am results in "ra%e ei"ht as (ell t the #erall e*am result t the results $ ther Science classes in their "ra%e& There are limitati n in this c mparis n since ther classes ( ul% n t recei#e the "amin" treatment an% the class selecte% $ r the stu%, "enerall, achie#e l (er sc res n these e*ams then the a#era"e $ r the "ra%e& There$ re, stu%ent0s e*am results (ill als !e c mpare% t their (n results $r m the pre#i us "ra%e ei"ht e*ams& Stu%ents ma, naturall, learn t !e !etter test-ta/ers an% impr #e their sc re $r m ne ,ear t an ther, h (e#er $r m past anal,sis $ stu%ent "ra%es #er this same peri % $ time, achie#ement is c nsistent& 1r ce%ure This "r up $ Science 9 stu%ents (ill !e e*p se% t a #ariet, $ e%ucati nal "ames t rein$ rce their learnin" $ a c ncept nce e#er, ther (ee/ in the c mputer la! $ r hal$ an h ur& 5hile m re $re:uent #isits ma, ha#e its !ene$its, the nee% t c #er the curriculum % es n t lea#e much time

$ r implementin" these ne( t,pes $ acti#ities& The nee% $ r c nsistenc, $ t( (ee/ inter#als is s that the n #elt, $act r $ %i"ital "ames can !e eliminate%& The t,pe $ c mputer "ames that m re rea%il, accessi!le $ r $ree ten% t ha#e a simpler %esi"n that % esn0t in# l#e c mple* st r,lines $ characters& Stu%ents (ill ha#e the thirt, minutes t e*pl re the assi"ne% "ame, (hich (ill ha#e a $ cus n ne $ the c ncepts c #ere% in class& The =C Science 9 (e!site has man, such lin/s t "ames cate" ri.e% !, t pic an% $ten cl sel, matches the curriculum& Stu%ents (ill nl, !e "i#en thirt, minutes !ecause $ the time restraint, access t the c mputer la! an% man, "ames n the site are simplistic in its " als an% % es n t re:uire m re than this "i#en time t e*pl re $ull,& Stu%ents (ill !e !ser#e% %urin" "ame pla, an% the remain%er $ the class n their-tas/ !eha#i r& The, (ill als !e inter#ie(e% !, the researcher thr u"h ut the ,ear n the chan"e in their attitu%e t (ar% "ame pla, an% m ti#ati n in the class&

)e$erencesA Clar/, A& an% Ernst, B& (2010)& 'amin" research $ r techn l ", e%ucati n& Journal of STEM Education: Innovations & Research. 10(1), 25-30& 8acer, 7&, B iner, )&, Stant n, ;&, )ei%, B&, 9ull, )& @ 7ir/, ;& (2004)& Sa#annahA m !ile "amin" an% learnin"< Journal of Computer ssisted !earnin". #0(6) 399-409& 7 h, E&, 7in, C&, 5a%h(a, =&, @ Dim, B& (2012)& Teacher percepti ns $ "ames in Sin"ap re sch ls& Simulation & $amin". %&(1), 51-66& 2iller, 2&, Sch(ein"ru!er, 9&, @ =ran%en!ur", C& (2001)& 2i%%le sch l stu%ents0 techn l ", practices an% pre$erencesA )e-e*aminin" "en%er %i$$erences& Journal of Educational Multimedia and '(permedia. 10(2), 125-140&

1apaster"i u, 2& (200?)& ;i"ital "ame-!ase% learnin" in hi"h sch l c mputer science e%ucati nA Impact n e%ucati nal e$$ecti#eness an% stu%ent m ti#ati n& Computers & Education. )# (1), 1-12& 1lass, B&, 2ilne, C&, 9 mer, =&, Sch(art., E&, B r%an, T&, Eer/uilen, B&, F", 8&, 5an", C&, @ =arrient s, B& (2012)& In#esti"atin" the e$$ecti#eness $ c mputer simulati ns $ r chemistr, learnin"& Journal of Research in Science Teachin". %*(3), 394-419& Trespalaci s, B&, Cham!erlin, =&, @ 'alla"her, )& (2011)& C lla! rati n, en"a"ement @ $unA 9 ( , uth pre$erences in #i%e "amin" can in$ rm 21st centur, e%ucati n& TechTrends. ))(6), 49-54&