Serious Educational Games (SEGs) and Student Learning and Engagement with Scientific Concepts

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Author(s): Shawn Holmes (North Carolina State University, USA), Brandi Thurmond (North Carolina State University, USA), Leonard A. Annetta (George Mason University, USA)and Matthew Sears (North Carolina New Schools Project, USA)
Copyright: 2012
Pages: 23
Source title: Cases on Inquiry through Instructional Technology in Math and Science
Source Author(s)/Editor(s): Lesia Lennex (Morehead State University, USA)and Kimberely Fletcher Nettleton (Morehead State University, USA)
DOI: 10.4018/978-1-4666-0068-3.ch017

Keywords: Education / Educational Technologies / Information Science Reference / Instructional Design

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Abstract

Situated in the video game design literature to foster problem-based learning, this chapter illustrates the application of educational theories to create Serious Educational Games (SEGs). SEGs present a learning condition where students can be engaged in standard-based STEM concepts and incorporate these concepts into a fun, interactive challenge where the goal is to solve a problem. This chapter explores a theoretical research investigation of such a learning environment. Students researched standard-based STEM concepts then used design techniques (i.e., story creation, flow chart, decision trees, and storyboarding techniques) and proprietary software to develop their own SEGs. This work sheds light on the process and encourages others to partake in creating similar learning environments, while providing insight into how to design for sustainability.

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Serious Educational Games (SEGs) and Student Learning and Engagement with Scientific Concepts

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