Blending Formal and Informal Learning Through an Online Immersive Game Environment: Contrasts in Interactions by Middle School Boys and Girls

ID: 48789 Type: Brief Paper
  1. Rhonda Christensen and Gerald Knezek, University of North Texas, United States

Wednesday, March 23 10:35-10:55 AM

No presider for this session.

Analysis of data gathered from a game-based learning environment produced for an NSF-funded STEM education project has demonstrated that middle school teachers can increase time on task and enhance interest in richer learning of classroom content through activities targeting virtual extensions of classroom learning. Implications of the findings are that teachers may be able to encourage interest in out of school time extensions in the depth and breadth of learning through virtual game environments. This offers promise of a new form of homework that is teacher guided but yet perceived as rewarding and engaging to students. Gender differences regarding the types of interaction within the game environment are discussed as well.


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