Effects of a Game-based Metaphor on Instructional Activity Design on Learning Outcomes in a Middle School General Science Class
Poster/Demo
ID: 38220
Abstract: This study investigated the effects of a game-like environment on instructional activity design on learning outcomes in a middle school general science class. The participants for this study were 165 students, ages 13-14 years old, who were enrolled in 8th grade at a mid-Atlantic middle school. For this study an introductory biology unit was designed using a game-like curricular structure. The results indicated that the instructional design of the unit using a game-like environment was successful and students exhibited learning.
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