Impact of a Simulated iPad Game on Content Knowledge and Identity Development of Young English Learners During Integrated Science and Engineering Instruction

• In Event: Learning With Technology

Abstract

There is limited research examining the effects of integrated science and engineering (SE) instruction emphasizing disciplinary literacy and language activities on engineering identity and content understanding of English learners (ELs). Far fewer research examines the impact of simulation games on young EL knowledge. We tested the added value of a simulation game on the development of science, engineering, and technology knowledge as well as engineering identity. Integrated SE instruction augmented by iPad game use significantly increased ELs’ science, engineering, and technology content knowledge than SE instructional alone. The same pattern was found for the development of engineering identity. Implications are discussed.

Authors

• Zenaida Aguirre-Munoz, University of California, Merced

• Michelle Pantoya, Texas Tech University

• Magdalena Pando, New Mexico State University

• Elias Loria, University of Houston