Games and Motivation to Learn Science: Personal Identity, Applicability, Relevance and Meaningfulness

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Foster, A. (2008). Games and Motivation to Learn Science: Personal Identity, Applicability, Relevance and Meaningfulness. Journal of Interactive Learning Research, 19(4), 597-614. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/24259.

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Journal Information

Journal of Interactive Learning Research
ISSN 1093-023X
Volume 19, Issue 4, October 2008
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on JILR

Author

Aroutis Foster, Michigan State University, USA

Abstract

Game-based learning and designing has become a hot topic in educational technology. It is believed that video gaming is one way to get students engaged in learning complex and ill-structured material, holistic learning, and preparing learners for 21st century jobs. However, beyond engagement, games may also be used for learning and developing personal interest in science by utilizing the affordances for personal identity, applicability beyond the school setting and for a personal agenda, and relevance and meaningfulness of scientific practices and ideas. This article, based on the synthesis of information from the games, science education, and motivational research literatures present a focused view on how games for learning (serious games) can be designed and used for learning and developing an interest in science. The article also points in the direction of much needed research to assess the claims about games for learning.

Keywords

• Virtual Environments
• Sciences
• Cognition
• Educational Technology
• Teaching Methods
• Games

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• Foundation for Measuring Engagement in Educational Games
• Third generation educational use of computer games
• Using Gaming Literacies to Cultivate New Literacies
• Research Highlights in Technology and Teacher Education 2010
• Usage Analysis in Learning Systems
• The Connected Learning Space

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