Evaluating the Efficacy of a Chemistry Video Game

dc.contributor.advisorAnnetta, Len
dc.contributor.authorShapiro, Marina
dc.creatorShapiro, Marina
dc.date.accessioned2017-01-29T01:14:57Z
dc.date.available2017-01-29T01:14:57Z
dc.date.issued2016
dc.description.abstractA quasi-experimental design pre-test/post-test intervention study utilizing a within group analysis was conducted with 45 undergraduate college chemistry students that investigated the effect of implementing a game-based learning environment into an undergraduate college chemistry course in order to learn if serious educational games (SEGs) can be used to achieve knowledge gains of complex chemistry concepts and to achieve increase in students’ positive attitude toward chemistry. To evaluate if students learn chemistry concepts by participating in a chemistry game-based learning environment, a one-way repeated measures analysis of variance (ANOVA) was conducted across three time points (pre-test, post-test, delayed post-test which were chemistry content exams). Results showed that there was an increase in exam scores over time. The results of the ANOVA indicated a statistically significant time effect.
dc.format.extent156 pages
dc.identifier.urihttps://hdl.handle.net/1920/10574
dc.language.isoen
dc.rightsCopyright 2016 Marina Shapiro
dc.subjectScience education
dc.subjectEducational technology
dc.titleEvaluating the Efficacy of a Chemistry Video Game
dc.typeDissertation
thesis.degree.disciplineEducation
thesis.degree.grantorGeorge Mason University
thesis.degree.levelPh.D.

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