Game-based learning (GBL) has garnered significant attention as a means to enhance student science learning. However, researchers often broadly categorize GBL without specific attention to teachers' practices or the different game-based pedagogies (GBPs) such as serious game-based learning and learning by making games. Serious game-based learning involves the use of games designed primarily for purposes beyond entertainment, engaging students in learning activities. Learning by making games goes further by enabling students to construct and expand their knowledge through creative activities. Furthermore, the impact of students' weekly gaming hours on their academic performance under different GBPs has not been thoroughly explored. In this study, we analyzed pre- and post-science unit assessment data to investigate the effects of serious game-based learning and learning by making games, along with gaming hours, on the science learning outcomes of 129 sixth-grade students in a Midwestern urban school district in the United States. Employing Bayesian paired t-tests and ANOVA, we examined the effects of two GBPs (serious game learning and game-making) implemented by two science teachers and the interaction between each GBP and students' weekly gaming hours. Our findings indicate that both GBPs led to improvements in students’ learning, with those participating in making games showing an average increase of 3.5 points more on the posttests than those engaged in serious game-based learning. Additionally, data on student-reported weekly gaming hours showed that in both GBP conditions, students with medium gaming hours showed the most improvement compared to those with fewer or more gaming hours. There was also a potential interaction between types of GBP and the effect of gaming hours outcomes in that the learning gain difference between the two GBPs was more pronounced among students reporting fewer gaming hours, although this effect was not significant. This study contributes to the GBL field by providing practical design recommendations for integrating GBL into formal Kindergarten to 12th grade (K-12) settings, taking into account teachers' pedagogical agency and students' gaming experiences.

中文翻译：

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严肃的基于游戏的学习和通过制作游戏来学习：基于游戏的教学法类型和学生游戏时间影响学生的科学学习成果


基于游戏的学习（GBL）作为增强学生科学学习的一种手段而受到广泛关注。然而，研究人员经常对GBL进行广泛的分类，而没有特别关注教师的实践或不同的基于游戏的教学法（GBP），例如严肃的基于游戏的学习和通过制作游戏来学习。严肃的基于游戏的学习涉及使用主要用于娱乐之外的目的的游戏，让学生参与学习活动。通过制作游戏来学习更进一步，使学生能够通过创造性活动构建和扩展他们的知识。此外，不同英镑下学生每周游戏时间对其学业成绩的影响尚未得到彻底探讨。在这项研究中，我们分析了科学单元前和后的评估数据，以调查严肃的基于游戏的学习和通过制作游戏进行的学习以及游戏时间对中西部 129 名六年级学生的科学学习成果的影响。美国的城市学区。采用贝叶斯配对 t 检验和方差分析，我们检查了两名科学教师实施的两种 GBP（严肃游戏学习和游戏制作）的效果以及每个 GBP 与学生每周游戏时间之间的相互作用。我们的研究结果表明，两种英镑都促进了学生的学习进步，参与制作游戏的学生在后测中的平均成绩比那些参与严肃游戏学习的学生高出 3.5 分。此外，学生报告的每周游戏时间数据显示，在两种英镑条件下，与游戏时间较少或较多的学生相比，游戏时间中等的学生表现出最大的进步。 英镑类型与游戏时间结果的影响之间也存在潜在的相互作用，因为两种英镑之间的学习增益差异在报告游戏时间较少的学生中更为明显，尽管这种影响并不显着。这项研究通过提供实用的设计建议，将 GBL 整合到正式的幼儿园到 12 年级 (K-12) 环境中，同时考虑到教师的教学机构和学生的游戏体验，为 GBL 领域做出了贡献。