Scientific Inquiry Self-Efficacy and Video Game Self-Efficacy as Predictors and Outcomes of Gamelike Science Assessments

• In Event: Games, Play, and Learning

Abstract

Immersive virtual environments (IVEs) are a promising approach to assessing science knowledge and inquiry skills, yet little is known about how different efficacy beliefs relate to performance on such tasks. We examined scientific inquiry self-efficacy and video game self-efficacy of 804 middle school students before and after completing a video game-like module about a science mystery. Results from a path model indicate that prior scientific inquiry self-efficacy predicts achievement on end-of-module questions; achievement in turn predicts change in scientific inquiry self-efficacy. By contrast, video game self-efficacy was neither predictive of nor predicted by module scores. The findings suggest that IVEs can provide authentic science experiences that are predicted by and shape scientific inquiry efficacy rather than video game competence.

Authors

• Bradley W. Bergey, Dalhousie University

• Diane Jass Ketelhut, University of Maryland - College Park

• Senfeng Liang, University of Wisconsin-Stevens Point

• Uma Natarajan, Education Development Center, Inc.

• Melissa Karakus, Temple University