PERC 2013 Abstract Detail Page
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| Abstract Title: | Conceptual Change in Physics Through Use of Digital Games |
|---|---|
| Abstract: | Research has demonstrated that well-designed games can effectively scaffold student learning (Clark, Nelson, Sengupta, & D'Angelo, 2009). However, games for learning, especially in the domain of physics, have barely explored how the process of conceptual change occurs during game play; rather the emphasis has been on showing the effectiveness of games by showing pre-post gains (Anderson & Barnett, 2011; Barab et al., 2009). This study investigates the process of knowledge construction in students as they play a digital game based on Newtonian mechanics by using the microgenetic method (Siegler & Crowley, 1991). Grounded in the knowledge in pieces perspective (Clark, et al., 2009; diSessa, 1993; Hammer, 1996), we identify conceptual resources that are activated during each level of game play and analyze how these resources get reorganized toward more expert-like thinking about the relevant physics concepts as students progress in their game play. |
| Abstract Type: | Contributed Poster Presentation |
Author/Organizer Information | |
| Primary Contact: |
Kara Krinks Vanderbilt University TN |
| Co-Author(s) and Co-Presenter(s) |
Pratim Sengupta, Vanderbilt University Douglas B. Clark, Vanderbilt University |
