Troy D. Sadler|William L. Romine|Deepika Menon|Richard E. Ferdig|Leonard A. Annetta
Learning Biology Through Innovative Curricula: A Comparison of Game- and Nongame-Based Approaches
University of Missouri|Wright State University|University of Missouri|Kent State University|George Mason University
science educationvolume 99 issue 4 p 696720 learning learning biology innovative curricula comparison game nongamebased approaches troy sadler corresponding author troy sadler restem institute reimaging researching stem education university missouri columbia mo 65211 usacorrespondence troy sadler email email protectedsearch papers authorwilliam l romine william l romine department biological sciences wright state university dayton oh 45435 usasearch papers authordeepika menon deepika menon restem institute reimaging researching stem education university missouri columbia mo 65211 usasearch papers authorrichard e ferdig richard e ferdig research center educational technology kent state university kent oh 44242 usasearch papers authorleonard annetta leonard annetta graduate school education george mason university fairfax va 22030 usasearch papers author troy sadler corresponding author troy sadler restem institute reimaging researching stem education university missouri columbia mo 65211 usacorrespondence troy sadler email email protectedsearch papers authorwilliam l romine william l romine department biological sciences wright state university dayton oh 45435 usasearch papers authordeepika menon deepika menon restem institute reimaging researching stem education university missouri columbia mo 65211 usasearch papers authorrichard e ferdig richard e ferdig research center educational technology kent state university kent oh 44242 usasearch papers authorleonard annetta leonard annetta graduate school education george mason university fairfax va 22030 usasearch papers author first published 19 may 2015 httpsdoiorg101002sce21171citations 33 contract grant sponsor national science foundation contract grant number 0833521 read full textaboutpdf toolsrequest permissionexport citationadd favoritestrack citation shareshare give accessshare full text accessshare fulltext accessplease review terms conditions use check box share fulltext version articlei read accept wiley online library terms conditions useshareable linkuse link share fulltext version article friends colleagues learn morecopy url share linkshare onemailfacebooktwitterlinkedinredditwechat abstract study explored student learning context innovative biotechnology curricula effects gaming central element learning experience quasiexperimentally designed study compared learning outcomes two curricular approaches one built around computerbased game built around narrative case research questions addressed student learning basic biological principles development interest learning science gamebased approach compared nongamebased approach terms supporting learning study employed prepost design 1888 high school students nested within classes 36 biology teachers results indicated students participating approaches demonstrated statistically practically significant gains proximal distal assessments biological content knowledge neither group demonstrated gains science interest curriculum time interaction statistically different indicating students groups showed similar results implications gamebased science learning future research include building better awareness technological professional development challenges associated implementing educational games need new strategies understanding impacts games learning need costbenefit analyses planning gamebased educational approaches references alexander p jetton l 1996 role importance interest processing text educational psychology review 81 89121 annetta l cheng holmes 2010 assessing twentyfirst century skills teacher created video game high school biology teachers research science technological education 282 101114 annetta l minogue j holmes cheng 2009 investigating impact video games high school students engagement learning genetics computers education 541 7485 barab sadler heiselt c hickey zuiker 2007 relating narrative inquiry inscriptions supporting consequential play journal science education technology 16 5982 barko 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