Implementing an intrinsically integrated game on Newtonian mechanics in the classroom: outcomes in terms of conceptual understanding and transfer: Implementing an Intrinsically Integrated Game on Newtonian Mechanics in the Classroom

Abstract

Digital educational games have demonstrated large variations in learning outcomes and transfer. Furthermore, educational games are usually embedded in a larger educational setting. This case study evaluates in detail a lesson around an educational game designed to foster transfer. The game, Newton’s Race, is an intrinsically integrated game on Newtonian mechanics. Outside of the game, lesson activities include a debriefing session, a generalisation assignment, and an assignment on transfer situations. This lesson was evaluated using a mixed-methods approach. A pre- post-test design (N=27) demonstrated a large significant learning effect (p = .002, d = .908). Transfer, as measured within the post-test, was also fostered significantly. In the qualitative part of the study, students’ written statements on the worksheets and students’ utterances during the discussion were analyzed using open coding. A great majority (79 %) of all quotes were coded as scientifically correct.