Abstract
This paper describes a comparative study to investigate the efficacy of interactive games, non-interactive media and traditional instructional teaching on mathematics and science learning with high school students (aged 13-14). Utilizing a blended in-game (narrative and puzzle games) and off-game (machinima/animation and teacher) learning approach to assess the efficacy, together with survey of teachers’ opinions on the introduction of serious games and blended learning approaches, the results shed some light on the integration / assimilate of serious games into the classroom and curriculum.
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References
Marsh, T., Li Zhiqiang, N., Klopfer, E., Chuang, X., Osterweil, S., Haas, J.: Fun and Learning: Blending Design and Development Dimensions in Serious Games Through Narrative and Characters. In: Serious Games and Edutainment Applications, ch. 14, pp. 273–287. Springer (2011a)
Marsh, T., Li Zhiqiang, N., Klopfer, E., Chuang, X., Osterweil, S., Haas, J.: Fun and Learning: The Power of Narrative. In: Foundations of Digital Games 2011 (FDG 2011), Bordeaux, France (2011b)
Waker 1.0 (2009); Waker 2.0 (2011) & Puzzle (2011) Game Versions. GAMBIT Game Lab, MIT: DOI= http://gambit.mit.edu/loadgame/waker.php
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© 2012 Springer-Verlag Berlin Heidelberg
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Marsh, T., Nickole, L.Z., Klopfer, E., Haas, J. (2012). Blended In-Game and Off-Game Learning: Assimilating Serious Games in the Classroom and Curriculum. In: Ma, M., Oliveira, M.F., Hauge, J.B., Duin, H., Thoben, KD. (eds) Serious Games Development and Applications. SGDA 2012. Lecture Notes in Computer Science, vol 7528. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-33687-4_9
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DOI: https://doi.org/10.1007/978-3-642-33687-4_9
Publisher Name: Springer, Berlin, Heidelberg
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