Digital Games and Science Proficiency Goals

• In Event: Instructional Systems and the Construction of Knowledge

Abstract

Digital games are believed to hold great potential to improve the educational outcomes in science learners. However, this potential will only be realized if the learning outcomes from digital games align with the goals of the science education curriculum. In this paper, we reviewed 64 recent studies on games for science learning, and found that at digital games support at least two strands of science proficiency, as defined by the National Research Council's 2007 report, "Taking Science to School". We analyze the nature of this support and offer implications and available paths for new research.

Authors

• Mario Manuel Martinez-Garza, Vanderbilt University

• Douglas Clark, Vanderbilt University