Assessment of learning gains after a gameplay in a prototype chemistry video game

Kermin Joel Martinez-Hernandez, Dustin S. Hillman, Carlos R. Morales and Gabriela C. Weaver

Extended Abstract

The current student generation demands different ways for learning in interactive and authentic environments. The digital natives or twitch generation as many called them are learning at a fast speed with multitask capabilities such as using Iphone(R), playing video games, chatting, and checking internet simultaneously (Prensky, 2001). However, although the research community is aware of this, not much has been done to catch up with their learning demands. Computer-based video games can help to minimize these learning demands because it provides immersiveness, interactivity, and meaningful learner-centered experience (DeKanter, 2005; Kirkley & Kirkley, 2005). While the student is immersed in authentic learning environments, like video games, learning can result as part of their experience and interaction with the game world.

In the last decade different proponents in the video game arena have emphasized the use of video games for learning purposes and as an educational tool (e.g., Aldrich, 2005; Egenfeldt-Nielsen, 2007; Gee, 2003; Prensky, 2001; Squire, 2004). However, many researchers argue the lack of empirical evidence in the field and state a need to do empirical based research to support previous learning claims from video games. Other researchers criticize the lack of comparison between immersive games with other teaching methods (Mayo, 2007). In order to provide sound empirical research to the video game field, our group has developed a prototype chemistry-based computer game to examine its use as a learning tool. The game includes a mixed genre of a single player first-person game embedded with action-adventure and puzzle components. Our research is to assess student learning gains and understanding of chemistry concepts after gameplay intervention.

A comparison study was carried out to assess learning gains in a passive vs. active multimedia environment. The passive multimedia environment consisted of students participating in a didactic lecture format whereas the active multimedia environment was a group of students interacting with our prototype video game. A purposeful sample of 40 students from a Mid-west University participated in the study, 22 were in the video game group (11 male, 11 female) and 18 were in the lecture group (9 male, 9 female) for an intervention of about 30 minutes. Students in both interventions did not have any interaction with the researcher or instructor where questions and answers were kept to a minimum. The lectures were content focused; the concepts were presented in a Power Point format with text and visual representations. The lecture group sessions were held in a standard small classroom setting and were conducted by an external graduate student to avoid any teacher bias and minimize validity concerns.

Students' learning gains and understanding of chemistry concepts were assessed through pre and post open-ended content surveys and individual semi-structured interviews for each intervention. Our results showed that our video game can be used as a learning tool and students suggested that it can be useful as a class supplement. The video game intervention was as effective as the lecture format in delivering the chemistry content knowledge to the students. This presentation will present the study results and educational implications.