Skip to main content
SpringerLink
Log in

Practicality in Virtuality: Finding Student Meaning in Video Game Education

  • Published:
Journal of Science Education and Technology Aims and scope Submit manuscript

Abstract

This paper looks at the conceptual differences between video game learning and traditional classroom and laboratory learning. It explores the notion of virtual experience by comparing a commonly used high school laboratory protocol on DNA extraction with a similar experience provided by a biotechnology themed video game. When considered conceptually, the notion of virtual experience is not limited to those experiences generated by computer aided technology, as with a video game or computer simulation. The notion of virtuality can apply to many real world experiences as well. It is proposed that the medium of the learning experience, be it video game or classroom, is not an important distinction to consider; instead, we should seek to determine what kinds of meaningful experiences apply for both classrooms and video games.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3

Similar content being viewed by others

References

  • Anderson C (2004) An update on the effects of playing violent video games. J Adolesc 27:113–122

    Article  Google Scholar 

  • Anderson CW (2007) Perspectives on science learning. In: Abell S, Lederman N (eds) Handbook of research on science education. Lawrence Erlbaum Associates, Mahwah, pp 3–30

    Google Scholar 

  • Barab SA, Thomas M, Dodge T, Carteaux R, Tuzun H (2005) Making learning fun: quest Atlantis, a game without guns. Educt Tech Res Dev 53:86–107

    Article  Google Scholar 

  • Barab SA, Sadler TD, Heiselt C, Hickey DT, Zuiker S (2007) Relating narrative, inquiry, and inscriptions: supporting consequential play. J Sci Educ Technol 16:59–82

    Article  Google Scholar 

  • Bartholow B, Anderson C (2002) Effects of violent video games on aggressive behavior: potential sex differences. J Exp Soc Psychol 38:283–290

    Article  Google Scholar 

  • Bosche W (2010) Violent video games prime both aggressive and positive cognitions. J Media Psychol Theor Methods Appl 22:145–150

    Google Scholar 

  • Bowman R (1982) A Pac-Man theory of motivation: tactical implications for classroom instruction. Educt Technol 22:14–17

    Google Scholar 

  • Bransford J, Brown A, Cocking R (2000) How people learn: brain, mind, experience and school. National Academy Press, Washington

    Google Scholar 

  • Gee J (2007) What video games have to teach us about learning and literacy. Palgrave, New York

    Google Scholar 

  • Gentile D, Lynch P, Linder J, Walsh D (2004) The effects of violent video game habits on adolescent hostility, aggressive behaviors, and school performance. J Adolesc 27:5–22

    Article  Google Scholar 

  • Kirriemuir J, McFarlane A (2003) Use of computer and video games in the classroom. Retrieved 6 Jan 2012 from http://www.digra.org/dl/db/05150.28025

  • Lee J, Luchini K, Michael B, Norris C, Soloway E (2004) More than just fun and games: assessing the value of educational video games in the classroom. CHI 04 extended abstracts on Human factors in computing systems. Retrieved 6 Jan 2012 from http://portal.acm.org.libezproxy.open.ac.uk/citation.cfm?id=985921.986068&coll=ACM&dl=ACM&CFID=37600272&CFTOKEN=83674694

  • Lewis M (2008) Self-conscious emotions. Embarrassment, pride, shame, and guilt. In: Lewis M, Haviland-Jones JM, Feldman Barrett L (eds) Handbook of emotions, 3rd edn. The Guilford Press, New York, pp 742–756

    Google Scholar 

  • Lunetta V, Hofstein A, Clough M (2007) Learning and teaching in the school science laboratory: an analysis of research, theory, and practice. In: Abell S, Lederman N (eds) Handbook of research on science education. Lawrence Erlbaum Associates, Mahwah, pp 393–441

    Google Scholar 

  • Prensky M (2001) Digital game-based learning. McGraw-Hill, New York

    Google Scholar 

  • Rice J (2007) Assessing higher order thinking in video games. J Technol Teach Educ 15:87–100

    Google Scholar 

  • Shaffer DW (2006a) Epistemic frames for epistemic games. Comput Educ 46:223–234

    Article  Google Scholar 

  • Shaffer DW (2006b) How computer games help children learn. Palgrave Macmillan, New York

    Book  Google Scholar 

  • Shaffer DW, Halverson R, Squire KR, Gee JP (2005) Video games and the future of learning. WCER working paper no. 2005-4

  • Squire K (2003) Video games in education. Int J Intell Simul Gaming 2(1):49–62

    Google Scholar 

  • Steinberg S (2010) What does ‘video game’ mean, anyway? Cable news network. Retrieved from http://www.cnn.com/gaming.gadgets/archive

  • Steinkuehler C, Duncan S (2008) Scientific habits of mind in virtual worlds. J Sci Educ Technol 17:530–543

    Article  Google Scholar 

  • The NPD Group (2009) More Americans play video games than go out to the movies. Retrieved from The NPD Group website: http://www.npd.com/press/releases/press_090520.html

Download references

Acknowledgments

This work was supported by a grant (DRL-0833521) from the National Science Foundation.

Author information

Authors and Affiliations

  1. School of Teaching and Learning, College of Education, University of Florida, PO Box 117048, G521 Norman Hall, Gainesville, FL, 32611, USA

    Timothy Barko

  2. University of Missouri Science Education Center (MUSEC), University of Missouri, 303 Townsend Hall, Columbia, MO, 65203, USA

    Troy D. Sadler

Authors
  1. Timothy Barko
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Troy D. Sadler
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Timothy Barko.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Barko, T., Sadler, T.D. Practicality in Virtuality: Finding Student Meaning in Video Game Education. J Sci Educ Technol 22, 124–132 (2013). https://doi.org/10.1007/s10956-012-9381-0

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10956-012-9381-0

Keywords

Search

Navigation