Using Video Games in Science Instruction: Pedagogical, Social, and Concept-Related Aspects

Abstract

The potential of using video games to promote learning in classrooms is gaining recognition, but few studies have explored how video games impact teaching and learning in science classrooms. This manuscript reports on the implementation of the video game Nano Legends in four grade 8 science classes in Ontario. Data sources included interviews with teachers and students, classroom observations, online and written student artifacts, and pre and posttests. The findings indicate that the game was effective at communicating factual content and promoting social interactions in the classroom and virtual world; however, teacher intervention was necessary to supplement learning and provide differentiated instruction.