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‘Play Is Serious Learning': Using Mobile Augmented Reality Gaming to Support Science Learning

‘Play Is Serious Learning': Using Mobile Augmented Reality Gaming to Support Science Learning

Denise M. Bressler, Shane Tutwiler
Copyright: © 2021 |Pages: 28
ISBN13: 9781799843603|ISBN10: 1799843602|EISBN13: 9781799843610
DOI: 10.4018/978-1-7998-4360-3.ch005
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MLA

Bressler, Denise M., and Shane Tutwiler. "‘Play Is Serious Learning': Using Mobile Augmented Reality Gaming to Support Science Learning." Handbook of Research on Innovations in Non-Traditional Educational Practices, edited by Jared Keengwe, IGI Global, 2021, pp. 79-106. https://doi.org/10.4018/978-1-7998-4360-3.ch005

APA

Bressler, D. M. & Tutwiler, S. (2021). ‘Play Is Serious Learning': Using Mobile Augmented Reality Gaming to Support Science Learning. In J. Keengwe (Ed.), Handbook of Research on Innovations in Non-Traditional Educational Practices (pp. 79-106). IGI Global. https://doi.org/10.4018/978-1-7998-4360-3.ch005

Chicago

Bressler, Denise M., and Shane Tutwiler. "‘Play Is Serious Learning': Using Mobile Augmented Reality Gaming to Support Science Learning." In Handbook of Research on Innovations in Non-Traditional Educational Practices, edited by Jared Keengwe, 79-106. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-4360-3.ch005

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Abstract

In this chapter, the authors report on a mobile augmented reality game designed to support serious science learning in a playful, collaborative way. School Scene Investigators: The Case of the Mystery Power immersed eighth grade students in a fictional crime scene investigation at their school. Game-based learning was compared to business-as-usual. In the post-hoc analyses, the authors investigated how individual level factors affected learning. First, girls and boys both learned more during the game, yet boys seemed to experience a slightly bigger impact from the treatment. Second, students from both teachers learned more during gameplay; however, the game seemed to mitigate the novice teacher's inexperience resulting in a teacher effect. Lastly, there is some evidence that treatment varies by prior knowledge; students with lower prior knowledge may have benefited more from the game. This study demonstrates that the non-traditional practice of mobile augmented reality gaming promotes more effective learning than business-as-usual.

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