Are educational computer micro-games engaging and effective for knowledge acquisition at high-schools? A quasi-experimental study
Abstract
We investigate learning effects of a micro-game on the topic of animal training that can be played with a teacher''s guidance as a supplement after a traditional expository lecture. The game''s purpose is to reinforce and integrate part of the knowledge learnt during the lecture.
Each class was divided to two groups randomly. After an expository lecture, the game group played a game called Orbis Pictus Bestialis while the control group received an extra lecture that used media-rich materials.
We investigated the immediate and one month delayed effects of the game on students'' knowledge. The results showed that a) the game-playing is comparable to the traditional form of teaching concerning immediate knowledge gains and has a significant medium positive effect size regarding retention, b) the game-playing is not detrimental to information transmitted in the expository lecture but not strengthened by the game.