Klisch Yvonne, Miller Leslie M, Wang Shu, Epstein Joel
Center for Technology in Teaching and Learning, Rice University, 6100 Main Street, MS 120, Houston, TX 77005, USA.
J Sci Educ Technol. 2012 Apr 1;21(2):295-303. doi: 10.1007/s10956-011-9319-y.
This study investigated the knowledge gains and attitude shifts attributable to a unique online science education game, The game was developed to teach middle school students about the biological consequences of exposure to toxic chemicals in an environmental science context, as well as the risks associated with abusing these chemicals as inhalants. Middle school students ( = 444) grades six through eight participated in the study consisting of a pre-test, three game-play sessions, and a delayed post-test. After playing the game, students demonstrated significant gains in science content knowledge, with game usability ratings emerging as the strongest predictor of post-test content knowledge scores. The intervention also resulted in a shift to more negative attitudes toward inhalants, with the most negative shift occurring among eighth grade students and post-test knowledge gains as the strongest predictor of attitude change across all grade levels. These findings suggest that the environmental science approach used in is an efficacious strategy for delivering both basic science content and influencing perceived harm relating to the inhalation of toxic chemicals from common household products.
本研究调查了一款独特的在线科学教育游戏所带来的知识收获和态度转变。该游戏旨在让中学生在环境科学背景下了解接触有毒化学物质的生物学后果，以及将这些化学物质作为吸入剂滥用所带来的风险。六至八年级的444名中学生参与了这项研究，研究包括一次预测试、三次游戏环节和一次延迟后的后测试。玩完游戏后，学生在科学内容知识方面有显著提高，游戏可用性评分成为后测试内容知识得分的最强预测指标。该干预措施还导致学生对吸入剂的态度转向更负面，八年级学生的态度转变最为消极，后测试知识收获是所有年级态度变化的最强预测指标。这些发现表明，该游戏所采用的环境科学方法是一种有效的策略，既能传授基础科学内容，又能影响对从常见家用产品中吸入有毒化学物质所造成危害的认知。
