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Making Learning Fun: An Investigation of Using a Ludic Simulation for Middle School Space Science

Making Learning Fun: An Investigation of Using a Ludic Simulation for Middle School Space Science

Min Liu, Lucas Horton, Jina Kang, Royce M. Kimmons, Jaejin Lee
Copyright: © 2017 |Pages: 23
ISBN13: 9781522518174|ISBN10: 1522518177|EISBN13: 9781522518181
DOI: 10.4018/978-1-5225-1817-4.ch008
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MLA

Liu, Min, et al. "Making Learning Fun: An Investigation of Using a Ludic Simulation for Middle School Space Science." Transforming Gaming and Computer Simulation Technologies across Industries, edited by Brock Dubbels, IGI Global, 2017, pp. 130-152. https://doi.org/10.4018/978-1-5225-1817-4.ch008

APA

Liu, M., Horton, L., Kang, J., Kimmons, R. M., & Lee, J. (2017). Making Learning Fun: An Investigation of Using a Ludic Simulation for Middle School Space Science. In B. Dubbels (Ed.), Transforming Gaming and Computer Simulation Technologies across Industries (pp. 130-152). IGI Global. https://doi.org/10.4018/978-1-5225-1817-4.ch008

Chicago

Liu, Min, et al. "Making Learning Fun: An Investigation of Using a Ludic Simulation for Middle School Space Science." In Transforming Gaming and Computer Simulation Technologies across Industries, edited by Brock Dubbels, 130-152. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-1817-4.ch008

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Abstract

We examine the use of a ludic simulation designed for middle school space science to support students' learning and motivation. A total of 383 sixth graders and 447 seventh graders participated in this study. The findings showed that sixth- and seventh-graders perceived the simulation as having substantial ludic characteristics and educational value. The results indicated that having a playful experience is important for this age group and that participating in a ludic simulation can help motivate students to learn school subjects. Results also indicated that incorporating ludus into the learning experience can improve students' attitudes toward the subject matter. Implications of policy, research, and practice with regard to using ludic simulations to support classroom-based learning were discussed.

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