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Journal Issue
Volume 12 Issue 3, Special Edition for ECGBL 2013 / Jun 2014  pp227‑311

Editor: Carlos Vaz de Carvalho, Paula Escudeiro

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Editorial for the Special ECGBL 2013 issue  pp227‑229

Carlos Vaz de Carvalho, Paula Escudeiro

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Implementing a Game for Supporting Learning in Mathematics  pp230‑242

Aikaterini Katmada, Apostolos Mavridis, Thrasyvoulos Tsiatsos

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Content and Language Integrated Learning through an online Game in Primary School: A case study  pp243‑258

Kyriaki Dourda, Tharrenos Bratitsis, Eleni Griva, Penelope Papadopoulou

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Games as a Platform for Student Participation in Authentic Scientific Research  pp259‑270

Rikke Magnussen, Sidse Damgaard Hansen, Tilo Planke, Jacob Friis Sherson

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Abstract

Abstract: This paper presents results from the design and testing of an educational version of Quantum Moves, a Scientific Discovery Game that allows players to help solve authentic scientific challenges in the effort to develop a quantum computer. The pr imary aim of developing a game‑based platform for student‑research collaboration is to investigate if and how this type of game concept can strengthen authentic experimental practice and the creation of new knowledge in science education. Researchers and game developers tested the game in three separate high school classes (Class 1, 2, and 3). The tests were documented using video observations of students playing the game, qualitative interviews, and qualitative and quantitative questionnaires. The fo cus of the tests has been to study players' motivation and their experience of learning through participation in authentic scientific inquiry. In questionnaires conducted in the two first test classes students found that the aspects of doing real scient ific researchŽ and solving physics problems were the more interesting aspects of playing the game. However, designing a game that facilitates professional research collaboration while simultaneously introducing quantum physics to high school students prov ed to be a challenge. A collaborative learning design was implemented in Class 3, where students were given expert roles such as experimental and theoretical physicists. This significantly improved the students feeling of learning physics compared to Cla ss 1 and 2. Overall the results presented in this paper indicate that the possibility of participating in authentic scientific experiments, which this class of games opens, is highly motivating for students. The findings also show that the learning desig n in the class setting must be considered in order to improve the students experience of learning and that various design challenges remain to be addressed even further. 

 

Keywords: Keywords: Scientific discovery games, science education, learning games, game-based learning

 

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The Playful and Reflective Game Designer  pp271‑280

Gunver Majgaard

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Designing educational games for computer programming: A holistic framework  pp281‑298

Christos Malliarakis, Maya Satratzemi, Stelios Xinogalos

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Pervasive Learning … Using Games to Tear Down the Classroom Walls  pp299‑311

Trygve Pløhn

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