Learning Differences Between 3D vs. 2D Entertainment and Educational Games

Martijn C. Koops, Ineke Verheul, Rinus Tiesma, Cees-Willem de Boer and Ruben T. Koeweiden

Simulation & Gaming, 2016, vol. 47, issue 2, 159-178

Abstract: Background . Many physics concepts can be abstract and difficult to learn from books or lectures. Experiments are frequently used to overcome such difficulties and provide a sound learning experience . However, some concepts may not be experienced through experimentation or may not be experienced in real life. Recently, computer games , based on physics simulations, have been utilized to provide an alternative learning tool . Aim . Educational games designed to overcome misconceptions have proven to provide an effective alternative learning option. In this research, the authors investigate if commercial entertainment games can be used to overcome misconceptions of Newton’s laws of motion as well. Method . The application of a commercial entertainment game as an effective learning tool in physics education is compared with a self-designed, 2-dimensional game . Results . Self-designed educational games induce a significantly higher learning gain than the commercial entertainment game . Conclusions and Recommendations . For teaching specific concepts using educational games, special-purpose games may produce larger learning gains.

Keywords: 2D game; 3D game; Commercial off the shelf (COTS); computer games; conceptual change; educational game; flow; Gamemaker ™; learning experience; learning gain; learning tool; misconception; Newton’s laws of motion; physics concepts; physics education; processing task; self-designed games; serious game; Serious Gaming Lemniscate Model (SGLM); Spacechallenge; Unreal Tournament ™ (search for similar items in EconPapers)
Date: 2016
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Persistent link: https://EconPapers.repec.org/RePEc:sae:simgam:v:47:y:2016:i:2:p:159-178

DOI: 10.1177/1046878116632871

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