K-12 STEM Education by Information Resources Management Association

Author:Information Resources Management Association
Language: eng
Format: epub
Publisher: IGI Global

Table 6. Game Discussion code definitions, sample quotes, and reliability

Game Discussion Codes and Definitions Sample Quotes Cohen’s Kappa

Formal Integration (teacher-led): The teacher initiated and led a discussion in class about the game Impulse and how it connects with science topics being covered in the curriculum. “I emphasized that N2 is to be considered in terms of the sum of all forces, and that we name force vectors positive and negative to indicate right/left and up/down. I related this to the Impulse game by bringing up Newton’s third law. The students mostly asserted that it is the moving object that exerts the force on the stationary object, even as they were able to recite N3 again. Upon questioning they came to agree that the moving object slowed down during the event and must therefore have experienced a force opposite to its direction of motion.” (B138) 0.88

Formal Integration (EdGE docs): Same as the previous entry, but with specific mention of the EdGE Discussion Guide provided to teachers in their personalized Google Drive folders. “At first I tried to run the video while asking the questions from the suggestion provided in the Video Clips suggestions and recording the question and answers” (B138) 0

Provided incentives for playing the game: Teacher discussed the game Impulse in class in the context of providing students with their own incentives to play the game (e.g., bonus points on a test, etc.), or telling students about incentives for student participation (e.g., a pizza party). “In the remainder of the time of the class, I reviewed the expectations for the Impulse game and the prizes being offered, and I passed out instructions for students to register.” (B118) 0.92

Encouraged/reminded students to play Impulse after school/in free time: Teacher discussed the game Impulse in the context of encouraging or reminding students to play Impulse outside of class/school time as part of their responsibilities as research study participants. “I reminded this group about playing Impulse....” (B146) 0.73

Encouraged/reminded students to play Impulse in class/school: Teacher discussed the game Impulse in the context of encouraging or reminding students to play Impulse in class or school, perhaps as an option during “free-choice” time in class, after finishing an exam, as part of the day’s lesson, etc. “Since we were able to reserve a laptop cart (‘Computer On Wheels’ aka COW cart), students were able to obtain internet access within my classroom. I encouraged them to play Impulse after completing their rocket essay and reminded them that we have until December 1st to reach our goal.” (B132) 0.12

Students talking about game in relation to physics content: Teacher log indicates that students were talking about the game Impulse in the context of peer-to-peer discussion in or out of class, or when the teacher did not specifically prompt a relationship between the game and what was being covered in class. “...I heard them conversing with questions about the game and the physics involved. I heard some students describing the motion of the balls in the game as though surprised, while other students would respond that this is what is predicted by Newton’s laws.

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