Implementing an intrinsically integrated game on Newtonian mechanics in the classroom: outcomes in terms of conceptual understanding and transfer

Anne van der Linden; Ralph Meulenbroeks; Wouter van Joolingen

doi:10.51724/ijpce.v17i2.364

Authors

Anne van der Linden Freudenthal Institute, Utrecht University https://orcid.org/0000-0001-7970-0664
Ralph Meulenbroeks Freudenthal Institute, Utrecht University https://orcid.org/0000-0001-6614-9156
Wouter van Joolingen Freudenthal Institute, Utrecht University https://orcid.org/0000-0002-4271-2861

DOI:

https://doi.org/10.51724/ijpce.v17i2.364

Keywords:

Educational games, Intrinsic integration, Newtonian mechanics, Secondary education

Abstract

Digital educational games have demonstrated large variations in learning outcomes and transfer. Furthermore, educational games are usually embedded in a larger educational setting. This case study evaluates in detail a lesson around an educational game designed to foster transfer. The game, Newton’s Race, is an intrinsically integrated game on Newtonian mechanics. Outside of the game, lesson activities include a debriefing session, a generalisation assignment, and an assignment on transfer situations. This lesson was evaluated using a mixed-methods approach. A pre- post-test design (N=27) demonstrated a large significant learning effect (p = .002, d = .908). Transfer, as measured within the post-test, was also fostered significantly. In the qualitative part of the study, students’ written statements on the worksheets and students’ utterances during the discussion were analyzed using open coding. A great majority (79 %) of all quotes were coded as scientifically correct.

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