Students’ and Teachers’ Perceptions of Using Video Games in Science Classroom: A Literature Review

Author:

Yang XiaotongORCID

Publisher

Springer Science and Business Media LLC

Reference33 articles.

1. National Research Council. A framework for K-12 science education: practices, crosscutting concepts, and core ideas. Washington, DC: The National Academies Press; 2012.

2. Young MF, Slota S, Cutter AB, et al. Our princess is in another castle: a review of trends in serious gaming for education. Rev Educ Res. 2012;82(1):61–89.

3. Shute VJ, Ke F, Almond RG, Rahimi S, Smith G, Lu X. How to increase learning while not decreasing the fun in educational games. In: Feldman RS, editor. Learning science: theory, research, and practice. New York: McGraw-Hill; 2019. p. 327–57.

4. Barab SA, Scott B, Siyahhan S, Goldstone R, Ingram-Goble A, Zuiker SJ, Warren S. Transformational play as a curricular scaffold: Using videogames to support science education. J Sci Educ Tech. 2009. https://doi.org/10.1007/s10956-009-9171-5.

5. Squire K, Klopfer E. Augmented reality simulations on handheld computers. J Learn Sci. 2007. https://doi.org/10.1080/10508400701413435.

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