Examining an Online Microbiology Game as an Effective Tool for Teaching the Scientific Process

This study investigates the effectiveness of the online Flash game Disease Defenders in producing knowledge gains for concepts related to the scientific process. Disease Defenders was specifically designed to model how the scientific process is central to a variety of disciplines and science careers...

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Autores principales:	Kristi G. Bowling, Yvonne Klisch, Shu Wang, Margaret Beier
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2013
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/d22bd8a69b214a348449312b9685e827
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spelling	oai:doaj.org-article:d22bd8a69b214a348449312b9685e8272021-11-15T15:03:51ZExamining an Online Microbiology Game as an Effective Tool for Teaching the Scientific Process10.1128/jmbe.v14i1.5051935-78851935-7877https://doaj.org/article/d22bd8a69b214a348449312b9685e8272013-01-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v14i1.505https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885This study investigates the effectiveness of the online Flash game Disease Defenders in producing knowledge gains for concepts related to the scientific process. Disease Defenders was specifically designed to model how the scientific process is central to a variety of disciplines and science careers. An additional question relates to the game’s ability to shift attitudes toward science. Middle school classes from grades six to eight were assigned to the experimental group (n = 489) or control group (n = 367) and asked to participate in a three-session intervention. The sessions involved completing a pretest, a game play session, and taking a posttest. Students in the experimental group played Disease Defenders while students in the control group played an alternative science game. Results showed a significant increase in mean science knowledge scores for all grades in the experimental group, with sixth grade and seventh grade students gaining more knowledge than eighth grade students. Additionally, results showed a significant positive change in science attitudes only among sixth graders, who also rated their satisfaction with the game more favorably than students in higher grades. No differences in mean test scores were found between genders for science knowledge or science attitudes, suggesting that the game is equally effective for males and females.Kristi G. BowlingYvonne KlischShu WangMargaret BeierAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 14, Iss 1, Pp 58-65 (2013)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Kristi G. Bowling Yvonne Klisch Shu Wang Margaret Beier Examining an Online Microbiology Game as an Effective Tool for Teaching the Scientific Process
description	This study investigates the effectiveness of the online Flash game Disease Defenders in producing knowledge gains for concepts related to the scientific process. Disease Defenders was specifically designed to model how the scientific process is central to a variety of disciplines and science careers. An additional question relates to the game’s ability to shift attitudes toward science. Middle school classes from grades six to eight were assigned to the experimental group (n = 489) or control group (n = 367) and asked to participate in a three-session intervention. The sessions involved completing a pretest, a game play session, and taking a posttest. Students in the experimental group played Disease Defenders while students in the control group played an alternative science game. Results showed a significant increase in mean science knowledge scores for all grades in the experimental group, with sixth grade and seventh grade students gaining more knowledge than eighth grade students. Additionally, results showed a significant positive change in science attitudes only among sixth graders, who also rated their satisfaction with the game more favorably than students in higher grades. No differences in mean test scores were found between genders for science knowledge or science attitudes, suggesting that the game is equally effective for males and females.
format	article
author	Kristi G. Bowling Yvonne Klisch Shu Wang Margaret Beier
author_facet	Kristi G. Bowling Yvonne Klisch Shu Wang Margaret Beier
author_sort	Kristi G. Bowling
title	Examining an Online Microbiology Game as an Effective Tool for Teaching the Scientific Process
title_short	Examining an Online Microbiology Game as an Effective Tool for Teaching the Scientific Process
title_full	Examining an Online Microbiology Game as an Effective Tool for Teaching the Scientific Process
title_fullStr	Examining an Online Microbiology Game as an Effective Tool for Teaching the Scientific Process
title_full_unstemmed	Examining an Online Microbiology Game as an Effective Tool for Teaching the Scientific Process
title_sort	examining an online microbiology game as an effective tool for teaching the scientific process
publisher	American Society for Microbiology
publishDate	2013
url	https://doaj.org/article/d22bd8a69b214a348449312b9685e827
work_keys_str_mv	AT kristigbowling examininganonlinemicrobiologygameasaneffectivetoolforteachingthescientificprocess AT yvonneklisch examininganonlinemicrobiologygameasaneffectivetoolforteachingthescientificprocess AT shuwang examininganonlinemicrobiologygameasaneffectivetoolforteachingthescientificprocess AT margaretbeier examininganonlinemicrobiologygameasaneffectivetoolforteachingthescientificprocess
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Examining an Online Microbiology Game as an Effective Tool for Teaching the Scientific Process

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