Author, as appears in the article.: Casanoves, Marina; Sole-Llussa, Anna; Haro, Juan; Gericke, Nicklas; Valls, Cristina;
Department: Bioquímica i Biotecnologia Psicologia
URV's Author/s: CASANOVES DE LA HOZ, MARINA / Haro Rodriguez, Juan / Valls Bautista, Cristina
Keywords: Teachers Serious educational games (seg) Pre-service teacher training Outcomes Knowledge Genetic education Game-based science learning (gbsl) Game-based learning (gbl) Experience Empirical-evidence Education Conceptual knowledge Computer games Biotechnology Attitudes Achievement
Abstract: Background Game-based science learning (GBSL) provide an alternative route for learning genetics, but its effects on students' conceptual learning is contested. In this paper we assess the utility, in primary teacher education, of Recal: a game designed to promote participants' learning of key genetic concepts through acting as detectives investigating a case. Purpose The purpose of the study was to analyse and compare teacher students' learning of genetics through the game, and both their attitudes towards and experiences of it. Tests were conducted in Spanish and Swedish contexts to assess its potential utility in contrasting cultural and educational contexts to obtain indications of the potential breadth of its application. Samples Participants included 120 pre-service teacher students from a university in north-eastern Spain and 51 from a university in western Sweden. Design and methods The research involved an intervention, in which students played the game, and assessment of its efficacy by questionnaires designed to investigate students' knowledge of genetics before and after the game, their expectations and experience of it, and their satisfaction with it. The results were analysed statistically. Results The game appeared to enhance both Spanish and Swedish participants' knowledge of genetics, and they reportedly found it both educationally beneficial and engaging. It was also assessed in terms of the following characteristics of GBSL, based on experiential data: contextualisation, authenticity, collaboration, problem-solving, guided paths and competition. Conclusion The results clearly indicate that the game has utility in different countries and educational contexts. The article discusses how the six characteristics of GBSL facilitate or hinder learning, and implications (for educational professionals and researchers) of the findings.
Thematic Areas: Pedagogical & educational research Multidisciplinary General o multidisciplinar Ensino Education & educational research Education Educació Ciencias sociales
licence for use: https://creativecommons.org/licenses/by/3.0/es/
Author's mail: cristina.valls@urv.cat juan.haro@urv.cat
Author identifier: 0000-0001-5583-5695 0000-0002-3456-4731
Record's date: 2024-08-10
Papper version: info:eu-repo/semantics/acceptedVersion
Link to the original source: https://www.tandfonline.com/doi/abs/10.1080/02635143.2022.2044301
Licence document URL: https://repositori.urv.cat/ca/proteccio-de-dades/
Papper original source: Research In Science & Technological Education. 41 (4): 1496-1518
APA: Casanoves, Marina; Sole-Llussa, Anna; Haro, Juan; Gericke, Nicklas; Valls, Cristina; (2023). Assessment of the ability of game-based science learning to enhance genetic understanding. Research In Science & Technological Education, 41(4), 1496-1518. DOI: 10.1080/02635143.2022.2044301
Article's DOI: 10.1080/02635143.2022.2044301
Entity: Universitat Rovira i Virgili
Journal publication year: 2023
Publication Type: Journal Publications
Repositori URV