게이미피케이션 요소를 적용한 ‘사이언스 레벨 업’ 과학 수업이 과학긍정경험에 미치는 효과
The Effect of ‘Science Level-Up’ Science Classes with Applied Gamification Factors on Positive Experiences about Science (PES)
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초록
The aim of this study was to find out how the science class program with applied elements of gamification, have effects on students’ change of positive experiences about science (PES hereafter). The participants of this study were 96 fifth graders of M elementary school located in Incheon. They were divided into the experimental group of 47 students and the comparative group of 49 students. For this study, The science textbook contents were reorganized into the integrated science, and instructions were carried out 16 times in total. The experimental group was provided the educational program with reorganized subject content and applied elements of gamification. The comparison group was provided the traditional educational program based on the textbook. The measurement of PES was conducted in five domains: science academic emotion, science-related self-concept, science learning motivation, science-related attitude, and science-related career aspiration. According to the result of the post-test of the PES, the experimental group significantly improved in PES than the comparative group. This seems possible because the attributes of the game itself are immersive and can induce learning motives. In addition, since the game itself is usually played in a certain rule with the members of the group, a game with the meaning of winning raises internal motivation for science learning, and it will have lasting impacts on hopes and aspirations for science-related career pathways.
Abstract
The aim of this study was to find out how the science class program with applied elements of gamification, have effects on students’ change of positive experiences about science (PES hereafter). The participants of this study were 96 fifth graders of M elementary school located in Incheon. They were divided into the experimental group of 47 students and the comparative group of 49 students. For this study, The science textbook contents were reorganized into the integrated science, and instructions were carried out 16 times in total. The experimental group was provided the educational program with reorganized subject content and applied elements of gamification. The comparison group was provided the traditional educational program based on the textbook. The measurement of PES was conducted in five domains: science academic emotion, science-related self-concept, science learning motivation, science-related attitude, and science-related career aspiration. According to the result of the post-test of the PES, the experimental group significantly improved in PES than the comparative group. This seems possible because the attributes of the game itself are immersive and can induce learning motives. In addition, since the game itself is usually played in a certain rule with the members of the group, a game with the meaning of winning raises internal motivation for science learning, and it will have lasting impacts on hopes and aspirations for science-related career pathways.
참고문헌 (38)
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