Investigating the impact of video games on high school students' engagement and learning about genetics

By Leonard A. Annetta, James Minogue, Shawn Y. Holmes, Meng-Tzu Cheng. Comput. Educ., 2009

674 citations recorded by the source corpus.

Subfields: Computer Science Applications, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/4d20bbf4d915b0e05b2b3519bb9020d9b91c905c

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In Computer Science Applications

In Developmental and Educational Psychology

In Education

Citations in the corpus

The concept of flow in collaborative game-based learning (2011, neutral): “For example in an experimental study, Annetta, Minogue, Holmas, and Cheng (2009) conclude that students did not show a greater conceptual understanding – as measured in a teacher test –, although they were more engaged in instructions and learning activities compared to a non-playing group of…”
The effect of Twitter on college student engagement and grades (2011, background): “Annetta et al. (2009) observed that students who played an educational game designed to teach genetics concepts were more engaged in their work than a control group.”
Our Princess Is in Another Castle (2012, background): “Similarly, Annetta, Minogue, Holmes, and Cheng (2009), studying 129 males and females aged 14 to 18 years old who played computer-based MEGA games, found no statistical impact on achievement on a genetics unit even though their engagement increased.”
Game-Based Learning in Science Education: A Review of Relevant Research (2013, background): “In accordance with Aristotle’s statement that teaching is the highest form of understanding, Annetta et al. (2009) suggested that game-making might be a more sensitive assessment for evaluating students’ learning of science concepts.”
An Empirical Test of the Theory of Gamified Learning (2014, background): “Many serious games researchers cite increasing student time-on-task as one of the primary motivations for incorporating games in the classroom (Annetta, Minogue, Holmes, & Cheng, 2009).”
A meta-analysis of the cognitive and motivational effects of serious games (2013, background): “The exception (Annetta et al., 2009) used the rating of observed engagement during game play as motivation measurement and found that the game was more motivating than the instructional treatment of the comparison group who received practice and group discussion (estimated effect size d ! 0.”
Serious games as new educational tools: how effective are they? A meta-analysis of recent studies (2013, methodology): “Although the idea that games are effective learning tools is not new (Annetta et al. 2009), the question has only recently become a subject of experimental research.”
Effects of Student Engagement with Social Media on Student Learning: A Review of Literature (2013, methodology): “However, educators are more likely to incorporate social media activities into their classroom that they have created because they are able to creatively control the content that is included; for example, content that may be assessed on state mandated tests (Annetta et al., 2009; Hur & Oh, 2012).”