Students' construction of qualitative physics knowledge: learning about velocity and acceleration in a computer microworld
What Video Games Have to Teach Us About Learning and Literacy
What Video Games Have to Teach Us About Learning and Literacy
Mindstorms: children, computers, and powerful ideas
Mindstorms: children, computers, and powerful ideas
Electromagnetism supercharged!: learning physics with digital simulation games
ICLS '04 Proceedings of the 6th international conference on Learning sciences
From Barbie® to Mortal Kombat: Gender and Computer Games
From Barbie® to Mortal Kombat: Gender and Computer Games
Rules of Play: Game Design Fundamentals
Rules of Play: Game Design Fundamentals
The effects of empathetic virtual characters on presence in narrative-centered learning environments
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Beyond Barbie and Mortal Kombat: New Perspectives on Gender and Gaming
Beyond Barbie and Mortal Kombat: New Perspectives on Gender and Gaming
Effectiveness of using a video game to teach a course in mechanical engineering
Computers & Education
FormulaT Racing: combining gaming culture and intuitive sense of mechanism for video game design
ICLS '10 Proceedings of the 9th International Conference of the Learning Sciences - Volume 2
SURGE: integrating Vygotsky's spontaneous and instructed concepts in a digital game?
ICLS '10 Proceedings of the 9th International Conference of the Learning Sciences - Volume 2
Information Sciences: an International Journal
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This study investigates the potential of a digital game that overlays popular game-play mechanics with formal physics representations and terminology to support explicit learning and exploration of Newtonian mechanics. The analysis compares test data, survey data, and observational data collected during implementations in Taiwan and the United States with students in grades 7-9. Results demonstrate learning on some core disciplinary measures and high levels of learner engagement, indicating the potential benefits of this genre of conceptually-integrated games, but also suggesting that further research and development will be needed to more fully harness this potential. Encouragingly, striking similarities were observed across the two countries in terms of learning and engagement, suggesting that this genre of learning games may prove suitable for engaging students in active exploration of core science concepts across multiple countries.