FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W2400329630> ?p ?o ?g. }

• W2400329630 abstract "Portal and Physics 1 Can Playing Portal Affect Spatial Thinking and Increase Learning in a STEM Area? Deanne M. Adams (adams@psych.ucsb.edu) Richard. E. Mayer (mayer@psych.ucsb.edu) Department of Psychological and Brain Sciences, University of California, Santa Barbara, CA 93106. Abstract Spatial skills have been associated with learning in STEM areas and some research has shown that playing video games could facilitate the development of spatial skills. This study examines whether playing a game that uses a realistic physics engine and places spatial demands on the players could facilitate learning a subsequent physics lesson. Fifty-eight participants viewed a brief lesson on Newton’s laws of motion after either playing the puzzle game Tetris or the first- person perspective puzzle game Portal, which incorporates aspects of physics such as momentum. The groups did not differ on subsequent tests of learning outcomes involving physics, but the Portal group scored significantly higher on a perspective taking test (d = 0.57). This study shows that playing a commercial game that incorporates Newtonian physics does not prepare students to learn physics but does improve an important spatial cognition skill related to physics. Keywords: video games; physics learning; spatial orientation Objectives The goal of this study is to examine whether playing an off- the-shelf first-person perspective puzzle game based on physics principles (i.e., Portal) can help prepare students to learn physics concepts and improve their spatial skills as measured by the perspective taking task. In the present study, students studied a brief lesson on Newton’s laws of motion after spending an hour playing Portal or the puzzle game Tetris. Examining the effects of playing an off-the shelf computer game can be called cognitive consequences research and constitutes one of three major experimental methodologies for game research (Mayer, 2011). In short, the goal is to determine the cognitive consequences of playing Portal on (a) improving a spatial skill that is related to learning in physics and (b) enabling students to learn physics concepts on a subsequent physics lesson. Learning Physics and Video Games Learning physics can often be difficult because many learners already have misconceptions about how the physical world works. White (1993) argued that one of the problems with physics education is the top-down approach in which abstract formulas are taught first, which students later have trouble applying to every-day phenomenon. Instead White (1993) argued that physics should be taught using an approach in which students are presented with concrete versions of these models in the form of computer simulations. While the real world can be overly complex with multiple forces acting simultaneously, a simulation can control for these factors and allow for students to make predictions, then test them, and to try to explain the results. White (1993) used a group of microworlds called “ThinkerTools” with 6th graders. The curriculum was developed so that the initial microworlds had simple situations (no friction and only one dimension of motion) so that learners could develop intuitive knowledge before dealing with more sophisticated causal relationships. White (1993) found that, compared to high school students who were taught using traditional methods, 6 th graders who received the “ThinkerTools” curriculum performed better on simple force and motion problems, better retained what they learned, and transferred what they learned to new contexts. Similar to White’s (1993) computer simulation, some off- the-shelf video games have been developed to depict realistic movement based on Newtonian physics and provide simplified environments to make game play easier. In a study by Masson, Bub, and Lalonde (2011) participants completed 6 one-hour game training sessions playing the video game Enigmo or the control game Railroad Tycoon 3. During Enigmo the player must alter the trajectories of falling droplets so that the drops land in target receptacles. The authors proposed that the Enigmo group would benefit from game play because the game gives repeated exposure to the movement of falling objects and this may benefit students by priming them to learn from formal physics instruction. The pretest/posttest consisted of a test of knowledge about the motion of objects with 15 items involving objects moving freely through space based on physics. Participants in the Enigmo group increased their ability to produce realistic trajectories but only in terms of the general parabolic shapes of those trajectories. After the posttest, participants then completed a PowerPoint tutorial on physics after which they completed 13 test problems based on the tutorial. Masson et al. (2011) found that students in the Enigmo group did not show a higher improvement after viewing the tutorial compared to the Railroad Tycoon 3 group. Masson et al. (2011) were not able to show that experience playing a game that uses realistic physics motion prepares students to benefit from direct instruction in physics, but video games may benefit science learning through improvements in visuospatial ability. Previous research has shown that playing video games such as first- person shooters (Feng, Spence, & Pratt, 2007), and spatial puzzle games (Okagaki & Frensch,1994; Subrahmanyam &," @default.
• W2400329630 created "2016-06-24" @default.
• W2400329630 creator A5008608861 @default.
• W2400329630 creator A5063777738 @default.
• W2400329630 date "2013-01-01" @default.
• W2400329630 modified "2023-09-26" @default.
• W2400329630 title "Can Playing Portal Affect Spatial Thinking and Increase Learning in a STEM Area" @default.
• W2400329630 cites W1985858077 @default.
• W2400329630 cites W2021721272 @default.
• W2400329630 cites W2028660931 @default.
• W2400329630 cites W2042310072 @default.
• W2400329630 cites W2069674630 @default.
• W2400329630 cites W2073013883 @default.
• W2400329630 cites W2086665176 @default.
• W2400329630 cites W2112365876 @default.
• W2400329630 cites W2150839204 @default.
• W2400329630 cites W2168190474 @default.
• W2400329630 cites W2782287418 @default.
• W2400329630 hasPublicationYear "2013" @default.
• W2400329630 type Work @default.
• W2400329630 sameAs 2400329630 @default.
• W2400329630 citedByCount "0" @default.
• W2400329630 crossrefType "journal-article" @default.
• W2400329630 hasAuthorship W2400329630A5008608861 @default.
• W2400329630 hasAuthorship W2400329630A5063777738 @default.
• W2400329630 hasConcept C12713177 @default.
• W2400329630 hasConcept C145420912 @default.
• W2400329630 hasConcept C154945302 @default.
• W2400329630 hasConcept C15744967 @default.
• W2400329630 hasConcept C169760540 @default.
• W2400329630 hasConcept C169900460 @default.
• W2400329630 hasConcept C180747234 @default.
• W2400329630 hasConcept C2776035688 @default.
• W2400329630 hasConcept C2778662690 @default.
• W2400329630 hasConcept C3018412434 @default.
• W2400329630 hasConcept C41008148 @default.
• W2400329630 hasConcept C46312422 @default.
• W2400329630 hasConcept C49774154 @default.
• W2400329630 hasConcept C50773583 @default.
• W2400329630 hasConceptScore W2400329630C12713177 @default.
• W2400329630 hasConceptScore W2400329630C145420912 @default.
• W2400329630 hasConceptScore W2400329630C154945302 @default.
• W2400329630 hasConceptScore W2400329630C15744967 @default.
• W2400329630 hasConceptScore W2400329630C169760540 @default.
• W2400329630 hasConceptScore W2400329630C169900460 @default.
• W2400329630 hasConceptScore W2400329630C180747234 @default.
• W2400329630 hasConceptScore W2400329630C2776035688 @default.
• W2400329630 hasConceptScore W2400329630C2778662690 @default.
• W2400329630 hasConceptScore W2400329630C3018412434 @default.
• W2400329630 hasConceptScore W2400329630C41008148 @default.
• W2400329630 hasConceptScore W2400329630C46312422 @default.
• W2400329630 hasConceptScore W2400329630C49774154 @default.
• W2400329630 hasConceptScore W2400329630C50773583 @default.
• W2400329630 hasIssue "35" @default.
• W2400329630 hasLocation W24003296301 @default.
• W2400329630 hasOpenAccess W2400329630 @default.
• W2400329630 hasPrimaryLocation W24003296301 @default.
• W2400329630 hasRelatedWork W182733715 @default.
• W2400329630 hasRelatedWork W2100181708 @default.
• W2400329630 hasRelatedWork W2483810469 @default.
• W2400329630 hasRelatedWork W2513911123 @default.
• W2400329630 hasRelatedWork W2539468822 @default.
• W2400329630 hasRelatedWork W2592159315 @default.
• W2400329630 hasRelatedWork W2774533587 @default.
• W2400329630 hasRelatedWork W2803640934 @default.
• W2400329630 hasRelatedWork W2886150140 @default.
• W2400329630 hasRelatedWork W2946873599 @default.
• W2400329630 hasRelatedWork W2949229417 @default.
• W2400329630 hasRelatedWork W2965810617 @default.
• W2400329630 hasRelatedWork W2993020012 @default.
• W2400329630 hasRelatedWork W2995522271 @default.
• W2400329630 hasRelatedWork W3106480251 @default.
• W2400329630 hasRelatedWork W3197298 @default.
• W2400329630 hasRelatedWork W3200189457 @default.
• W2400329630 hasRelatedWork W70160020 @default.
• W2400329630 hasRelatedWork W2564601529 @default.
• W2400329630 hasRelatedWork W2741958790 @default.
• W2400329630 hasVolume "35" @default.
• W2400329630 isParatext "false" @default.
• W2400329630 isRetracted "false" @default.
• W2400329630 magId "2400329630" @default.
• W2400329630 workType "article" @default.