Abstract
Using video games to support science learning has gradually grabbed much attention of educators and researchers and evidence shows that its positive impact on science learning seems promising. However, most of the available evidence always focuses on students’ learning through serious educational game (SEG) play, research that emphasizes pre- and in-service teachers’ perceptions and implementations of using SEG or their professional development through designing an SEG is still lacking. People, especially teachers, always consider creating a game-based learning environment to be expensive and arduous, which makes it become more challenging and difficult for them to integrate SEGs into science classrooms. Therefore, we delivered a 4-month curriculum for 12 students who are enrolled in teacher program. In this class, students learned Adobe FlashTM and programming of ActionScript 3.0 and were asked to really develop an SEG by their own. They were required to present their whole game idea and script in the midterm and demonstrate their game in the final. Data that focused on their professional development was collected via 3 interviews (at the beginning, middle and end of the semester). This chapter consisted of three sections. The first section briefly discussed the theoretical framework underpinning this study. Then, a brief introduction of the details of the curriculum including how it was designed and implemented was provided. Finally, the major part of this chapter particularly reported the obtained results about the professional development of these pre-service teachers who completed the curriculum and finished designing their own SEGs.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
Abbitt, J. T. (2011). Measuring technological pedagogical content knowledge in preservice teacher education: A review of current methods and instruments. Journal of Research on Technology in Education, 43(4), 281–300.
Agarwal, Y. (2010). Why use ActionScript 3.0 in Flash based learning Development. Retrieved from http://www.upsidelearning.com/blog/index.php/2010/03/22/why-use-actionscript-3-0-in-flash-based-elearningdevelopment/
Annetta, L. A. (2008). Serious educational games. Amsterdam: Sense Publishers.
Barron, B. J. S., Schwartz, D. L., Vye, N. J., Moore, A., Petrosino, A., Zech, L., & Bransford, J. D. (1998). Doing with understanding: Lessons from research on problem- and project-based learning. Journal of the Learning Sciences, 7(3-4), 271–311. doi:10.1080/10508406.1998.9672056.
Beckman, S. L., & Barry, M. (2007). Innovation as a learning process: Embedding design thinking. California Management Review, 50(1), 25–56.
Brimelow, L. (2008). Six reasons to use ActionScript 3.0. Retrieved from http://www.adobe.com/devnet/actionscript/articles/six_reasons_as3.html
Chai, C. S., Koh, J. H. L., Tsai, C.-C., & Tan, L. L. W. (2011). Modeling primary school pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with Information and Communication Technology (ICT). Computers & Education, 57(1), 1184–1193. doi:10.1016/j.compedu.2011.01.007.
Cheng, M.-T., & Annetta, L. (2012). Students’ learning outcomes and learning experiences through playing a serious educational game. Journal of Biological Education, 46(4), 203–213. doi:10.1080/00219266.2012.688848.
Cheng, M.-T., Annetta, L. A., Folta, E., & Holmes, S. Y. (2011). Drugs and the brain: Learning the impact of methamphetamine abuse on the brain through virtual brain exhibit in the museum. International Journal of Science Education, 33(2), 299–319.
Clark, D. B., Nelson, B. C., Chang, H.-Y., Martinez-Garza, M., Slack, K., & D’Angelo, C. M. (2011). Exploring Newtonian mechanics in a conceptually-integrated digital game: Comparison of learning and affective outcomes for students in Taiwan and the United States. Computers & Education, 57(3), 2178–2195. doi:10.1016/j.compedu.2011.05.007.
Connolly, T. M., Boyle, E. A., MacArthur, E., Hainey, T., & Boyle, J. M. (2012). A systematic literature review of empirical evidence on computer games and serious games. Computers & Education, 59(2), 661–686. doi:10.1016/j.compedu.2012.03.004.
Deway, J. (1938). Experience and education. New York: Collier Books.
Echeverría, A., García-Campo, C., Nussbaum, M., Gil, F., Villalta, M., Améstica, M., & Echeverría, S. (2011). A framework for the design and integration of collaborative classroom games. Computers & Education, 57(1), 1127–1136. doi:10.1016/j.compedu.2010.12.010.
Entertainment Software Association. (2013). Essential facts about the computer and video game industry. Retrieved from http://www.theesa.com/facts/pdfs/ESA_EF_2013.pdf
Gee, J. P. (2003a). High score education: Games, not school, are teaching kids to think. Wired, 11(5). Retrieved from http://www.wired.com/wired/archive/11.05/view.html
Gee, J. P. (2003b). What video games have to teach us about learning and literacy. New York: Palgrave.
Giannakos, M. N. (2013). Enjoy and learn with educational games: Examining factors affecting learning performance. Computers & Education, 68, 429–439. doi:10.1016/j.compedu.2013.06.005.
Gibson, D. (2008). Make it a two-way connection: A response to “connecting informal and formal learning experiences in the age of participatory media. Contemporary Issues in Technology and Teacher Education, 8(4), 305–309.
Gray, L., Thomas, N., & Lewis, L. (2010). Teachers’ use of educational technology in U.S. public schools: 2009. Washington, DC: National Center for Education Statistics, Institute of Education Sciences.
Gülbahar, Y., & Tinmaz, H. (2006). Implementing project-based learning and e-portfolio assessment in an undergraduate course. Journal of Research on Technology in Education, 38(3), 309–327.
Halff, H. M. (2005). Adventure games for science education: Generative methods in exploratory environments. Paper presented at the 12th International Conference on Artificial Intelligence in Education, Amsterdam.
Howard, J. (2002). Technology-enhanced project-based learning in teacher education: Addressing the goals of transfer. Journal of Technology and Teacher Education, 10(3), 343–364.
IDEO. (2012). Design thinking for educators toolkit. Retrieved from http://designthinkingforeducators.com/
Lee, H.-S., Linn, M. C., Varma, K., & Liu, O. L. (2010). How do technology-enhanced inquiry science units impact classroom learning? Journal of Research in Science Teaching, 47(1), 71–90. doi:10.1002/tea.20304.
Lim, C. P. (2008). Global citizenship education, school curriculum and games: Learning Mathematics, English and Science as a global citizen. Computers & Education, 51(3), 1073–1093. doi:10.1016/j.compedu.2007.10.005.
Ministry of Education. (2008). The philosoply of K-9 curriculum standards. Retrieved August 8, 2013, from http://teach.eje.edu.tw/99CC/discuss/discuss2.php
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Records, 108(6), 1017–1054.
Paraskeva, F., Bouta, H., & Papagianni, A. (2008). Individual characteristics and computer self-efficacy in secondary education teachers to integrate technology in educational practice. Computers & Education, 50(3), 1084–1091. doi:10.1016/j.compedu.2006.10.006.
Paraskeva, F., Mysirlaki, S., & Papagianni, A. (2010). Multiplayer online games as educational tools: Facing new challenges in learning. Computers & Education, 54(2), 498–505. doi:10.1016/j.compedu.2009.09.001.
Prensky, M. (2001). Digital game-based learning. New York: McGraw-Hill.
Razzouk, R., & Shute, V. (2012). What is design thinking and why is it important? Review of Educational Research, 82(3), 330–348. doi:10.3102/0034654312457429.
Sánchez, J., & Olivares, R. (2011). Problem solving and collaboration using mobile serious games. Computers & Education, 57(3), 1943–1952. doi:10.1016/j.compedu.2011.04.012.
Savey, J. R., & Duffy, T. M. (1985). Problem based learning: An instructional model and its constructivist framework. Educational Technology, 35(5), 31–38.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
Singer, J., & Maher, M. (2007). Preservice teachers and technology integration: Rethinking traditional roles. Journal of Science Teacher Education, 18(6), 955–984. doi:10.1007/s10972-007-9072-5.
Thomas, J. W. (2000). A review of research of project-based learning. Retrieved August 8, 2013, from http://www.ri.net/middletown/mef/linksresources/documents/researchreviewPBL_070226.pdf
Vogel, B., Spikol, D., Kurti, A., & Milrad, M. (2010). Integrating mobile, web and sensory technologies to support inquiry-based science learning. Paper presented at 2010 6th IEEE International Conference on Wireless, Mobile and Ubiquitous Technologies in Education (WMUTE), 12–16 April 2010. Kaohsiung, Taiwan.
Wozney, L., Venkatesh, V., & Abrami, P. (2006). Implementing computer technologies: Teachers’ perceptions and practices. Journal of Technology and Teacher Education, 14(1), 173–207.
Yurdakuli, I. K., Odabasi, H. F., Kilicer, K., Coklar, A. N., Birinci, G., & Kurt, A. A. (2012). The development, validity and reliability of TPACK-deep: A technological pedagogical content knowledge scale. Computers & Education, 58(3), 964–977. doi:10.1016/j.compedu.2011.10.012.
Acknowledgements
This work was funded by the National Science Council (NSC), Taiwan, under grant contract no. NSC 101-2511-S-018-004-MY3 and NSC 101-2628-S-008-001-MY3. All the supports are highly appreciated.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2016 Springer International Publishing Switzerland
About this chapter
Cite this chapter
Cheng, MT., Wu, YT. (2016). Designing Serious Educational Games (SEGs) for Learning Biology: Pre-service Teachers’ Experiences and Reflections. In: Annetta, L., Minogue, J. (eds) Connecting Science and Engineering Education Practices in Meaningful Ways. Contemporary Trends and Issues in Science Education, vol 44. Springer, Cham. https://doi.org/10.1007/978-3-319-16399-4_8
Download citation
DOI: https://doi.org/10.1007/978-3-319-16399-4_8
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-16398-7
Online ISBN: 978-3-319-16399-4
eBook Packages: EducationEducation (R0)