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MecanikaDevelopment post-mortem and research results for Mecanika, a
game to learn Newtonian concepts
The state of science education
• OECD (2008)
– Students in physics and mathematics
– Change how we teach physics
• More attractive
• Focus on conceptions
• Force Concept Inventory
G3. Heavier objects fall faster
Mecanika
I5. Circular impetus
CI3. Last force to act determines motion
CI2. Force compromise determines motion
Results (Paired samples t-test)
+1.9%• Effect size: d = 0.19
• N = 82
• p = 0.08
+9.2%• Effect size: d = 0.95
• N = 51
• p < 0.001
What this means
• Gain obtained in a short period
• No training required
• The game + debriefing + guides are the only factor
• Is this only due to playing Mecanika?
Played 10/50 levels
-5%
0%
5%
10%
15%
20%
25%
Kinematics 1st Law 2nd Law 3rd Law Forces -Gravitation
Forces -Contact
Dif
fere
nce
in g
ain
(ex
p-c
trl)
Played 20/50 levels
-5%
0%
5%
10%
15%
20%
25%
Kinematics 1st Law 2nd Law 3rd Law Forces -Gravitation
Forces -Contact
Dif
fere
nce
in g
ain
(ex
p-c
trl)
Played 30/50 levels
-5%
0%
5%
10%
15%
20%
25%
Kinematics 1st Law 2nd Law 3rd Law Forces -Gravitation
Forces -Contact
Dif
fere
nce
in g
ain
(ex
p-c
trl)
Played 40/50 levels
-5%
0%
5%
10%
15%
20%
25%
Kinematics 1st Law 2nd Law 3rd Law Forces -Gravitation
Forces -Contact
Dif
fere
nce
in g
ain
(ex
p-c
trl)
What this means
• Focused impact
• Does not replace teachers
• Does the learning happens when playing, or outside of the game?
Classroom integration
+9.2%
+7.3%
• What this could mean– Teachers are changing
– Debriefings done poorly
– Game works by itself
The future
• Available now for free (French/English)
www.gameforscience.ca/physica
• Research projects
• Mecanika 2?
Force Concept Inventory
• Multiple choice questionnaire
• No mathematics
• Validated tool
• Allows comparison
0
5
10
15
20
25
30
gain
(%
)
Control
Experimental
Compared to other experiments
• Compare difference in gain %
• Modeling Instruction Project
– “an intensive 3-week Modeling Workshop that immerses them in modeling pedagogy and acquaints them with curriculum materials designed expressly to support it.”
– Modelers: N = 3394, 66 teachers
• Gain difference: 10% VS 7.4%
Detailed FCI items
• Game design didn’t focus on all misconceptions
• Expected items– From 42% to 96%
after playing the game
• Other items we didn’t expect to improve
Additional findings
• Retention after 1 month: no significant decrease
• Boys thought the game was more fun, and the guides were more useful than girls (p < 0.01)
• No significant difference between genders on gain