Breaking SPORE: Aligning Video Game Affordances to Science Pedagogy

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Schrader, P., Deniz, H. & Keilty, J. (2012). Breaking SPORE: Aligning Video Game Affordances to Science Pedagogy. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 2618-2625). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/39979.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2012
Austin, Texas, USA
March 5, 2012
ISBN 1-880094-92-4
  Paul Resta
AACE

More Information on SITE
Table of Contents

Authors

Peter Schrader, Hasan Deniz, University of Nevada, Las Vegas, United States; Joshua Keilty, Alexander Dawson School, United States

Abstract

This study aimed to address the general concern that games and simulations are not necessarily linked to scientific content, nor do they necessarily promote scientific understanding. In the worst case, games or simulations like Spore may be based on flawed assumptions and may promote misconceptions. As a result, we examine how a pedagogical adjustment to using Spore in a middle school science class may yield learning benefits. Specifically, we examine the influence of this adjustment on students’ conceptual understanding of natural selection when compared to a control group. Ultimately, this study addresses the general questions of whether or not it is possible to exploit a game intended to entertain as a simulation that promotes scientific understanding. Based on the findings, we believe that it is possible to make judicious use of games and simulations like Spore for content learning.

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