Games as a Platform for Student Participation in Authentic Scientific Research

Rikke Magnussen, Sidse Damgaard Hansen, Tilo Planke, Jacob Friis Sherson

Publikation: Bidrag til tidsskriftKonferenceartikel i tidsskriftForskningpeer review

8 Citationer (Scopus)
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Resumé

This paper presents results from the design and testing of an educational version of Quantum Moves, a Scientific Discovery Game that allows players to help solve authentic scientific challenges in the effort to develop a quantum computer. The primary aim of developing a game-based platform for student-research collaboration is to investigate if and how this type of game concept can strengthen authentic experimental practice and the creation of new knowledge in science education. Researchers and game developers tested the game in three separate high school classes (Class 1, 2, and 3). The tests were documented using video observations of students playing the game, qualitative interviews, and qualitative and quantitative questionnaires. The focus of the tests has been to study players' motivation and their experience of learning through participation in authentic scientific inquiry. In questionnaires conducted in the two first test classes students found that the aspects of doing “real scientific research” and solving physics problems were the more interesting aspects of playing the game. However, designing a game that facilitates professional research collaboration while simultaneously introducing quantum physics to high school students proved to be a challenge. A collaborative learning design was implemented in Class 3, where students were given expert roles such as experimental and theoretical physicists. This significantly improved the students’ feeling of learning physics compared to Class 1 and 2. Overall the results presented in this paper indicate that the possibility of participating in authentic scientific experiments, which this class of games opens, is highly motivating for students. The findings also show that the learning design in the class setting must be considered in order to improve the students’ experience of learning and that various design challenges remain to be addressed even further.
OriginalsprogEngelsk
TidsskriftElectronic Journal of E-Learning
Vol/bind12
Udgave nummer3
Sider (fra-til)259‑270
Antal sider11
ISSN1479-4403
StatusUdgivet - jun. 2014
BegivenhedThe 7th European Conference on Games Based Learning - Instituto Superior de Engenharia do Porto (ISEP), Porto, Portugal
Varighed: 3 okt. 20134 okt. 2013
Konferencens nummer: 7
http://academic-conferences.org/ecgbl/ecgbl2013/ecgbl13-home.htm

Konference

KonferenceThe 7th European Conference on Games Based Learning
Nummer7
LokationInstituto Superior de Engenharia do Porto (ISEP)
LandPortugal
ByPorto
Periode03/10/201304/10/2013
Internetadresse

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Students
participation
student
physics
Physics
learning
Quantum computers
school class
questionnaire
qualitative interview
experience
video
Education
expert
experiment
Testing
science
school
knowledge
education

Citer dette

Magnussen, R., Damgaard Hansen, S., Planke, T., & Friis Sherson, J. (2014). Games as a Platform for Student Participation in Authentic Scientific Research. Electronic Journal of E-Learning, 12(3), 259‑270.
Magnussen, Rikke ; Damgaard Hansen, Sidse ; Planke, Tilo ; Friis Sherson, Jacob. / Games as a Platform for Student Participation in Authentic Scientific Research. I: Electronic Journal of E-Learning. 2014 ; Bind 12, Nr. 3. s. 259‑270.
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abstract = "This paper presents results from the design and testing of an educational version of Quantum Moves, a Scientific Discovery Game that allows players to help solve authentic scientific challenges in the effort to develop a quantum computer. The primary aim of developing a game-based platform for student-research collaboration is to investigate if and how this type of game concept can strengthen authentic experimental practice and the creation of new knowledge in science education. Researchers and game developers tested the game in three separate high school classes (Class 1, 2, and 3). The tests were documented using video observations of students playing the game, qualitative interviews, and qualitative and quantitative questionnaires. The focus of the tests has been to study players' motivation and their experience of learning through participation in authentic scientific inquiry. In questionnaires conducted in the two first test classes students found that the aspects of doing “real scientific research” and solving physics problems were the more interesting aspects of playing the game. However, designing a game that facilitates professional research collaboration while simultaneously introducing quantum physics to high school students proved to be a challenge. A collaborative learning design was implemented in Class 3, where students were given expert roles such as experimental and theoretical physicists. This significantly improved the students’ feeling of learning physics compared to Class 1 and 2. Overall the results presented in this paper indicate that the possibility of participating in authentic scientific experiments, which this class of games opens, is highly motivating for students. The findings also show that the learning design in the class setting must be considered in order to improve the students’ experience of learning and that various design challenges remain to be addressed even further.",
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Magnussen, R, Damgaard Hansen, S, Planke, T & Friis Sherson, J 2014, 'Games as a Platform for Student Participation in Authentic Scientific Research', Electronic Journal of E-Learning, bind 12, nr. 3, s. 259‑270.

Games as a Platform for Student Participation in Authentic Scientific Research. / Magnussen, Rikke; Damgaard Hansen, Sidse; Planke, Tilo; Friis Sherson, Jacob.

I: Electronic Journal of E-Learning, Bind 12, Nr. 3, 06.2014, s. 259‑270.

Publikation: Bidrag til tidsskriftKonferenceartikel i tidsskriftForskningpeer review

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AB - This paper presents results from the design and testing of an educational version of Quantum Moves, a Scientific Discovery Game that allows players to help solve authentic scientific challenges in the effort to develop a quantum computer. The primary aim of developing a game-based platform for student-research collaboration is to investigate if and how this type of game concept can strengthen authentic experimental practice and the creation of new knowledge in science education. Researchers and game developers tested the game in three separate high school classes (Class 1, 2, and 3). The tests were documented using video observations of students playing the game, qualitative interviews, and qualitative and quantitative questionnaires. The focus of the tests has been to study players' motivation and their experience of learning through participation in authentic scientific inquiry. In questionnaires conducted in the two first test classes students found that the aspects of doing “real scientific research” and solving physics problems were the more interesting aspects of playing the game. However, designing a game that facilitates professional research collaboration while simultaneously introducing quantum physics to high school students proved to be a challenge. A collaborative learning design was implemented in Class 3, where students were given expert roles such as experimental and theoretical physicists. This significantly improved the students’ feeling of learning physics compared to Class 1 and 2. Overall the results presented in this paper indicate that the possibility of participating in authentic scientific experiments, which this class of games opens, is highly motivating for students. The findings also show that the learning design in the class setting must be considered in order to improve the students’ experience of learning and that various design challenges remain to be addressed even further.

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