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?