Comparing the Effects of Cognitive Constructivist and Social Constructivist Multimedia Science Game Designs

on 1st Grade Students’ Responsive Interactions

Katrina JosephGeorge Mason University

EDRS 810December 2, 2008

Purpose

• To discover the most effective design for learner engagement

• Replicates and extends “Utilizing Instructional Games to Improve Students’ Conceptualization of Science Concepts: Comparing K Students Results with Grade 1 Students, Are There Differences?”

Research Design

• Students in three 1st grade classes participate in game play

– “Science Constructs” incorporates the cognitive constructivist pedagogical model

– “Science Social Constructs” incorporates the social constructivist pedagogical model

Research Questions• RQ#1 Will there be significant differences between the students who are

provided with the multimedia science game with a cognitive constructivist game design compared to the social constructivist game design?

• RQ#2 Will there be differences in the number of clicks or attempts to explore the content?

• RQ#3 Will there be differences in the number of activities completed?

• RQ#4 Will there be differences in the length of time the students chose to spend on each activity?

• RQ#5 Will there be differences in the number of requests for technology assistance?

Participants & Setting

• Elementary school in the Eastern region of the United States

• 27 classrooms and 198 computers with high-speed Internet connectivity

• Three 1st grade classes and the average class size is 20 students

• 81% of the students in 3rd grade passed the science standards of learning test last year

• 42 participants is expected

Materials

• Consent/Assent forms • Pre-test/Post-test• Interview questions• A computer with broadband Internet

connectivity• Computer headsets with microphones

Materials

• Two multimedia science games• Earth Science Content: Features of the day and night sky,

the sun as a source of heat and light for the Earth, the sun and moon rising and setting, and changes in the moon’s appearance

• Based on situated cognition learning theory

• Onscreen and audio prompts

Cognitive Constructivist Game Design

Social Constructivist Game Design

Data Sources & Collection

• Dependent Variables• Students’ performance on science test & students’

responsive interactions

• Independent Variable: Social Interaction• Cognitive constructivist game design features are in both

multimedia games• Social constructivist game design also includes voice chat

and ability to write and draw on a whiteboard collaboratively

Procedures

• The teachers in each of the three classrooms will initiate 30 minutes of game play three times per week for each of the groups over the course of a four week period

• The teachers will act as facilitators and assist the students if they have questions regarding the procedures, but no assistance will be provided concerning game operation

Proposed Preliminary Data Analysis

• T-tests• Mean performances on the post-test on earth science

content

• Responsive interactions

Questions?