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Racing Academy: A case study of a digital game for supporting students learning of physics and engineering

Joiner, R; Iacovides, I; Darling, J; Diament, A; Drew, B; Dudley, J; Owen, M; (2013) Racing Academy: A case study of a digital game for supporting students learning of physics and engineering. In: Baek, Y and Whitton, N, (eds.) Cases on Digital Game-Based Learning: Methods, Models, and Strategies. (pp. 509-523). IGI Global Green open access

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Abstract

Racing Academy is a digital game, which is specifically designed to engage and motivate students in science and engineering. The aim of this chapter is to report a case study where the authors evaluated how effective Racing Academy is at supporting students’ learning of science and engineering. The study involved 219 students from five different courses in three further and higher educational institutions. They were given a pre-test a week before they started using Racing Academy. It consisted of an assessment of the students’ knowledge of engineering or physics and motivation towards engineering or physics. A week after they had used Racing Academy, they were given a post-test, which was the same as the pre-test, but it also included a measure of how motivating they found Racing Academy. The project found that after playing Racing Academy there is an increase in students’ knowledge and understanding in all five of the courses in which Racing Academy was used. The students found Racing Academy motivating to play, and 95% thought that Racing Academy was successful. The implications of these findings and the lessons learnt are discussed.

Type: Book chapter
Title: Racing Academy: A case study of a digital game for supporting students learning of physics and engineering
ISBN-13: 9781466628489
Open access status: An open access version is available from UCL Discovery
DOI: 10.4018/978-1-4666-2848-9.ch026
Publisher version: http://dx.doi.org/10.4018/978-1-4666-2848-9.ch026
Language: English
Additional information: Copyright © 2013 by IGI Global. All rights reserved. No part of this publication may be reproduced, stored or distributed in any form or by any means, electronic or mechanical, including photocopying, without written permission from the publisher.
UCL classification: UCL > School of Life and Medical Sciences
UCL > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > School of Life and Medical Sciences > Faculty of Brain Sciences > Psychology and Language Sciences (Division of) > UCL Interaction Centre
URI: http://discovery.ucl.ac.uk/id/eprint/1398946
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