{"title":"教育游戏开发对学生学习成绩和科学态度的影响","authors":"Sevda Korkmaz, Ayla Cetin-Dindar, Ferhunde Kucuksen Oner","doi":"10.1080/00220671.2023.2265852","DOIUrl":null,"url":null,"abstract":"AbstractTo develop positive attitudes toward science, students should have the opportunity to experience enjoyment and enthusiasm within a conducive learning environment. This can be achieved through engaging in hands-on activities and participating in collaborative, student-centered activities. This study aimed to investigate the impact of developing educational games on student attitudes toward science and their academic achievement. Seventeen seventh-grade students participated in a study to develop educational games on the topic of ‘The Particulate Nature of Matter and Pure Substances’. The quantitative results indicated a significant positive effect of educational game development on students’ attitudes and achievement. Furthermore, the qualitative findings corroborated the quantitative results, as students expressed enjoyment during the implementation of the games and reported an enhanced understanding of the topic. Educational games can be utilized both in and outside the classroom, particularly for students encountering difficulties in learning, as a valuable tool for reinforcing the subject matter.Keywords: Attitudes toward scienceeducational gamesscience educationelementary students Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationFundingThis work was supported by the Bartin University Scientific Research Projects Coordination Unit under Grant number 2016-SOS-CY-013.","PeriodicalId":48163,"journal":{"name":"Journal of Educational Research","volume":null,"pages":null},"PeriodicalIF":2.0000,"publicationDate":"2023-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Impact of educational game development on students’ achievement and attitudes toward science\",\"authors\":\"Sevda Korkmaz, Ayla Cetin-Dindar, Ferhunde Kucuksen Oner\",\"doi\":\"10.1080/00220671.2023.2265852\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"AbstractTo develop positive attitudes toward science, students should have the opportunity to experience enjoyment and enthusiasm within a conducive learning environment. This can be achieved through engaging in hands-on activities and participating in collaborative, student-centered activities. This study aimed to investigate the impact of developing educational games on student attitudes toward science and their academic achievement. Seventeen seventh-grade students participated in a study to develop educational games on the topic of ‘The Particulate Nature of Matter and Pure Substances’. The quantitative results indicated a significant positive effect of educational game development on students’ attitudes and achievement. Furthermore, the qualitative findings corroborated the quantitative results, as students expressed enjoyment during the implementation of the games and reported an enhanced understanding of the topic. Educational games can be utilized both in and outside the classroom, particularly for students encountering difficulties in learning, as a valuable tool for reinforcing the subject matter.Keywords: Attitudes toward scienceeducational gamesscience educationelementary students Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationFundingThis work was supported by the Bartin University Scientific Research Projects Coordination Unit under Grant number 2016-SOS-CY-013.\",\"PeriodicalId\":48163,\"journal\":{\"name\":\"Journal of Educational Research\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.0000,\"publicationDate\":\"2023-09-03\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Educational Research\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/00220671.2023.2265852\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Educational Research","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/00220671.2023.2265852","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Impact of educational game development on students’ achievement and attitudes toward science
AbstractTo develop positive attitudes toward science, students should have the opportunity to experience enjoyment and enthusiasm within a conducive learning environment. This can be achieved through engaging in hands-on activities and participating in collaborative, student-centered activities. This study aimed to investigate the impact of developing educational games on student attitudes toward science and their academic achievement. Seventeen seventh-grade students participated in a study to develop educational games on the topic of ‘The Particulate Nature of Matter and Pure Substances’. The quantitative results indicated a significant positive effect of educational game development on students’ attitudes and achievement. Furthermore, the qualitative findings corroborated the quantitative results, as students expressed enjoyment during the implementation of the games and reported an enhanced understanding of the topic. Educational games can be utilized both in and outside the classroom, particularly for students encountering difficulties in learning, as a valuable tool for reinforcing the subject matter.Keywords: Attitudes toward scienceeducational gamesscience educationelementary students Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationFundingThis work was supported by the Bartin University Scientific Research Projects Coordination Unit under Grant number 2016-SOS-CY-013.
期刊介绍:
The Journal of Educational Research is a well-known and respected periodical that reaches an international audience of educators and others concerned with cutting-edge theories and proposals. For more than 100 years, the journal has contributed to the advancement of educational practice in elementary and secondary schools by judicious study of the latest trends, examination of new procedures, evaluation of traditional practices, and replication of previous research for validation. The journal is an invaluable resource for teachers, counselors, supervisors, administrators, curriculum planners, and educational researchers as they consider the structure of tomorrow''s curricula. Special issues examine major education issues in depth. Topics of recent themes include methodology, motivation, and literacy. The Journal of Educational Research publishes manuscripts that describe or synthesize research of direct relevance to educational practice in elementary and secondary schools, pre-K–12. Special consideration is given to articles that focus on variables that can be manipulated in educational settings. Although the JER does not publish validation studies, the Editors welcome many varieties of research--experiments, evaluations, ethnographies, narrative research, replications, and so forth.