UCL Discovery
UCL home » Library Services » Electronic resources » UCL Discovery

The Use of Interactive Fiction to Promote Conceptual Change in Science - A Forceful Adventure

Flynn, S; Hardman, M; (2019) The Use of Interactive Fiction to Promote Conceptual Change in Science - A Forceful Adventure. Science and Education , 28 (1-2) pp. 127-152. 10.1007/s11191-019-00032-6. Green open access

[img]
Preview
Text
Hardman A Forceful Adventure_ Accepted_Feb19.pdf - Accepted version

Download (617kB) | Preview

Abstract

In recent years, researchers within science education have started to consider the impact of narrative upon teaching and learning in science. This article investigates the possibilities of interactive fiction as a means by which students can be provided with feedback on their understanding in science, and explores the mechanisms which might allow learning from this. Through a review of literature around the use of narrative in science education, we have produced a list of recommendations that might guide the development of interactive fiction within science education. These recommendations are tested through a small-scale study in which an interactive fiction book was written around Newton’s laws, and then tested with 27, 16- and 17-year-old chemistry students, eight of whom also study post-compulsory physics. The interactive fiction developed is based upon the well-established Force Concept Inventory and this allowed the analysis of the progression of student understanding. We found that, upon reading the book, there was a significant positive effect size on the understanding of students who do not study advanced physics. The gains for those who do study post-compulsory physics were not statistically significant. The participants’ report of enjoyment is also discussed.

Type: Article
Title: The Use of Interactive Fiction to Promote Conceptual Change in Science - A Forceful Adventure
Open access status: An open access version is available from UCL Discovery
DOI: 10.1007/s11191-019-00032-6
Publisher version: https://doi.org/10.1007/s11191-019-00032-6
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
URI: https://discovery.ucl.ac.uk/id/eprint/10067747
Downloads since deposit
7Downloads
Download activity - last month
Download activity - last 12 months
Downloads by country - last 12 months

Archive Staff Only

View Item View Item