Teacher Use of Analogical Reasoning With Digital Games in Science

• In Event: 32.084 - Poster Session 6
  In Poster Session: 32.084-2 - Emerging Technology Environments for Learning

Abstract

Despite the increasing use of digital games in instruction, the empirical evidence on the impacts of digital games on learning finds mixed effects, and little is known about the instructional conditions needed for games to affect student learning. The purpose of this study is to build knowledge about how teachers can integrate digital games to improve student learning in middle-grade science, focusing on the use of analogical reasoning. Specifically, our study examines how middle school science teachers use analogy mapping instructional techniques to connect student knowledge gained from digital gameplay to energy transfer concepts. Our findings suggest that analogy mapping using games is a feasible instructional strategy, and that teachers can do so with limited instructional and professional development supports.

Authors

• Wendy B. Martin, Education Development Center, Inc.

• Megan Silander, Education Development Center, Inc.