The unified learning model (ULM) focuses on students' engagement, motivation, prior knowledge, and working memory. This study employs the use of video games to assess students' learning through a 3D chemistry gaming environment. In this human-subjects research, students carried out missions and applied reasoning to solve problems appropriate for general chemistry content. For learning to occur, students must be engaged and motivated as stated in the ULM. Learning cannot necessarily be accomplished by experience alone, and critical thinking is required to turn the experience into learning. The interpretation of educational theory applied to video games and this proposed study are discussed. A moderately positive correlation was found between exam score and study time (playing the game). Essentially the more time spent playing the game or an online activity the higher the exam scores. There was an alpha level less than 0.05 (p < 0.05) between the experimental group and non-traditional group (no game or online activity). Supporting that there was a statistically significant difference between groups, the null hypothesis was accepted between the game and online activity. Furthermore, as stated under the ULM, engagement is necessary for optimal learning.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc1248376 |
| Date | 08 1900 |
| Creators | Jenkins, Dave A |
| Contributors | Acree, William E. (William Eugene), Mason, Diana S., Chyan, Oliver, Marshall, James L., 1940-, Castro, Dina, Schwartz, Martin |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | viii, 71 pages, Text |
| Rights | Public, Jenkins, Dave A, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
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