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

TL;DR

This study evaluates a Newtonian mechanics educational game called Newtons Race, showing significant improvements in students' understanding and transfer of concepts through a mixed-methods assessment within a classroom setting.

Contribution

It introduces an intrinsically integrated game for Newtonian mechanics and demonstrates its effectiveness in enhancing conceptual understanding and transfer in a real classroom.

Findings

Large significant learning effect (p = .002, d = .908)

Significant improvement in transfer measures

79% of student statements were scientifically correct

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, Newtons Race, is an intrinsically integrated game on Newtonian mechanics. The learning goal of the lesson is understanding and applying the relationship between forces and motion. 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 posttest, 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. 79 percent Of all quotes were coded as scientifically correct.