If you add too much science, it gets boring. Exploring Students' Conceptual Change in Game Design Iterations.
Christopher M. HoveyCamillia MatukTalia A. HurwichPublished in: ICLS (2018)
Keyphrases
- conceptual change
- game design
- conceptual understanding
- science education
- science learning
- epistemological beliefs
- digital games
- computer games
- pilot study
- student learning
- game based learning
- educational games
- video games
- theoretical framework
- knowledge building
- mental models
- grade students
- high school
- game play
- collaborative learning
- learning gains
- design process
- high school students
- serious games
- technology enhanced
- cscl environments
- learning environment
- concept mapping
- learning outcomes
- computer supported
- elementary school
- learning processes