Integrating science and social and emotional learning in videogames: Supplementing formal and informal education

Year: 2012

Author: Baker, Eva L., Chung, Gregory, Griffin, Noelle, Delacruz, Girlie, O'Neil, Harold

Type of paper: Abstract refereed

Abstract:

This presentation describes a strategy for expanding educational quality by using 21st century skills (problem-solving, reasoning, social and emotional learning) in the systematic design of videogames for learning. Evidence suggests that videogames support increased equity and improve U.S. students' math and science proficiencies. Because growth in using videogames is a world-wide phenomenon, a language-free design anticipated international distribution. The physics concepts – force, vectors, and elasticity – usually in U.S. upper grades, were directed to 5-6 year olds. Bullying, either in person or online, is a growing problem in many countries. The videogame teaches self-efficacy, self-protection, and perspective-taking. Results of randomized trials in middle-school mathematics for underperforming students demonstrated significant equity effects.

Findings on physics proficiency, problem-solving, and social and emotional outcomes will be compared in formal and informal settings. Plans for expanded use in American schools and in U.S., Japanese, and Taiwanese informal settings will be discussed.

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