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Reconceptualizing Games for Integrating Computational Thinking and Science as Practice: Collaborative Agent-Based Disciplinarily-Integrated Games
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Clark, Douglas B.; Sengupta, Pratim – Interactive Learning Environments, 2020
This paper situates a critical review of studies that we have conducted within the broader research literature to analyze the affordances of integrating modeling within disciplinarily-integrated games from computational thinking and science as practice perspectives. Across the studies, the analyses pursue two themes: (a) the role of agent-based…
Descriptors: Game Based Learning, Thinking Skills, Computer Games, Science Education
Playing Modeling Games in the Science Classroom: The Case for Disciplinary Integration
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Sengupta, Pratim; Clark, Doug – Educational Technology, 2016
The authors extend the theory of "disciplinary integration" of games for science education beyond the virtual world of games, and identify two key themes of a practice-based theoretical commitment to science learning: (1) materiality in the classroom, and (2) iterative design of multiple, complementary, symbolic inscriptions (e.g.,…
Descriptors: Play, Games, Science Instruction, Science Education
Digital Games as Multirepresentational Environments for Science Learning: Implications for Theory, Research, and Design
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Virk, Satyugjit; Clark, Douglas; Sengupta, Pratim – Educational Psychologist, 2015
Environments in which learning involves coordinating multiple external representations (MERs) can productively support learners in making sense of complex models and relationships. Educational digital games provide an increasing popular medium for engaging students in manipulating and exploring such models and relationships. This article applies…
Descriptors: Computer Games, Video Games, Teaching Methods, Science Instruction
Contextual Markup and Mining in Digital Games for Science Learning: Connecting Player Behaviors to Learning Goals
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Kinnebrew John S.; Killingsworth, Stephen S.; Clark, Douglas B.; Biswas, Gautam; Sengupta, Pratim; Minstrell, James; Martinez-Garza, Mario; Krinks, Kara – IEEE Transactions on Learning Technologies, 2017
Digital games can make unique and powerful contributions to K-12 science education, but much of that potential remains unrealized. Research evaluating games for learning still relies primarily on pre- and post-test data, which limits possible insights into more complex interactions between game design features, gameplay, and formal assessment.…
Descriptors: Computer Games, Educational Games, Data Analysis, Science Education
Disciplinary Integration of Digital Games for Science Learning
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Clark, Douglas B.; Sengupta, Pratim; Brady, Corey E.; Martinez-Garza, Mario M.; Killingsworth, Stephen S. – International Journal of STEM Education, 2015
Background: In this paper, we investigate the relationship between theory and design in the context of creating digital games to support children's development of scientific expertise. Synthesis: Theoretically, we consider two frameworks--Knowledge in Pieces (or KiP) and Science as Practice (or SaP). While KiP is a theory about the structure of…
Descriptors: Educational Games, Video Games, Computer Games, Science Education
Learning to Deflect: Conceptual Change in Physics during Digital Game Play
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Sengupta, Pratim; Krinks, Kara D.; Clark, Douglas B. – Journal of the Learning Sciences, 2015
How does deep conceptual change occur when students play well-designed educational games? To answer this question, we present a case study in the form of a microgenetic analysis of a student's processes of knowledge construction as he played a conceptually-integrated digital game (SURGE Next) designed to support learning about Newtonian mechanics.…
Descriptors: Educational Games, Physics, Science Instruction, Technology Uses in Education