A master thesis from Aalborg University
From Pages to Play: A Comparative Study Evaluationg Immunoloogy Learning through Games and Textbooks: A Comparative Study Evaluationg Immunoloogy Learning through Games and Textbooks
[From Pages to Play: A Comparative Study Evaluationg Immunoloogy Learning through Games and Textbooks: En sammenlignende undersøgelse der evaluerer immunologisk læring gennem spil og lærebøger]
Term
4. term
Education
Publication year
2024
Submitted on
2024-10-10
Pages
55 pages
Abstract
Denne undersøgelse undersøger effektiviteten af læringsspillet Kampen om Kroppen med immunologi-tema, sammenlignet med traditionelle læringsressourcer, når det gælder forbedring af gymnasieelevers forståelse af immunologiske begreber. Studiet evaluerer elevernes engagement, forståelse og viden fastholdelse. Med en kvantitativ tilgang indsamlede vi data fra en undersøgelse, der målte både engagement og vidensforøgelse. Resultaterne viser, at selvom spillet fremkaldte signifikant højere engagement i områder som fokuseret opmærksomhed og æstetisk tiltrækning end kontrolgruppen, forblev det overordnede engagement på et moderat niveau. Dette indikerer, at selvom læringsspil kan øge interessen blandt elever, kræver designet yderligere finjustering for at maksimere både engagement og læringsudbytte. At erstatte de pixelbaserede repræsentationer af celler og patogener med metaforer eller antropomorfiserede figurer fremstår som en lovende strategi til at fremme både forståelse og fastholdelse. Denne forskning bidrager til diskussionen om spildesign i undervisning og understreger behovet for innovative tilgange til at formidle komplekse emner som immunologi.
This study investigates the effectiveness of an immunology-themed learning game, Kampen om Kroppen, compared to traditional learning resources in enhancing high school students’ understanding of immunological concepts. The work evaluates student engagement, comprehension, and retention. Using a quantitative-measures approach, we collected quantitative data from a survey measuring engagement and knowledge gain. Results indicate that while the game elicited significantly higher engagement scores in areas such as Focused Attention and Aesthetic Appeal than the control condition, the overall engagement level remained moderate. These findings suggest that although learning games can enhance student interest, the design must be refined to improve engagement and learning outcomes. The possibility of replacing cells and pathogens in pixel-style representations with metaphors or anthropomorphized characters emerges as a potential strategy to deepen understanding and retention. This research contributes to the discourse on learning game design, highlighting the need for innovative approaches to teaching challenging subjects like immunology.
Keywords
Documents
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