Abstract
Educational simulations often require players to maintain a high degree of engagement for play in the simulation to continue. Student motivation and engagement is tied to affective factors, such as interest and self-efficacy. As such, game designs and teachers who implement them should promote student interest and self-efficacy in play. In this study, a responsive online professional development (ROPD) program was provided to teachers as they implemented a multi-classroom socio-scientific simulation game for middle school social studies classrooms called GlobalEd 2. A series of ANOVAs revealed that student affect toward the game and its content, including student interest and self-efficacy, was highest when their teachers likewise had a high degree of participation in the ROPD program. This evidence demonstrates the importance that ongoing implementation supports can have in classroom-based simulations and serious games and the benefits of ROPD in furthering the impact of simulation games.
Original language | English (US) |
---|---|
Title of host publication | Research Anthology on Developments in Gamification and Game-Based Learning |
Publisher | IGI Global |
Pages | 1703-1725 |
Number of pages | 23 |
Volume | 4-4 |
ISBN (Electronic) | 9781668437117 |
ISBN (Print) | 9781668437100 |
DOIs | |
State | Published - Nov 26 2021 |
All Science Journal Classification (ASJC) codes
- General Social Sciences