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Games have been regarded as a potential vehicle for enhancing student learning. Previous studies mainly focused on learning outcomes; however, the learning processes and dynamic in-game behaviours of students who are immersed in a game context are relatively undiscovered. The purposes of this study were to develop an educational game, "Bio Detective," to facilitate student science learning and to investigate how game immersion experiences are related to in-game behavioural patterns. The study included 128 7th graders (12-13 years old). A mixed-method approach collecting both quantitative and qualitative data was employed, and an integration of cluster and sequential analysis was used. The findings showed that the students were able to learn from playing "Bio Detective" because significant improvements in science learning outcomes were obtained. The students who were totally immersed in "Bio Detective" acted more like expert problem solvers than their counterparts with no immersion experiences. They had better problem-solving efficiency, and their behavioural patterns revealed that they had more heuristic and analogical thinking strategies. Interpretations and limitations are further discussed.

Games can be rich environments for learning and can elicit evidence of students' conceptual understanding and inquiry processes. Illuminating students' content-specific gameplay decisions, or methods of completing game tasks related to a certain domain, requires a context that is open-ended enough for students to make choices that demonstrate their thinking. Doing this also requires rich log data and methods of Game Learning Analytics (GLA) that are granular enough to look at the specific choices most relevant to that context and domain. This paper presents research done on student exploration of high school level Mendelian genetics in a multiplayer online game called "The Radix Endeavor." The study uses three approaches to identify content-specific gameplay decisions and distinguish players utilizing different methods, looking at actions and tool use, play patterns and player types, and tool input patterns. In the context of the selected game quest, the three approaches were found to yield insights into different ways that students complete tasks in genetics, suggesting the potential for a set of more generalized guiding questions in the GLA field that could be adopted by learning games designers and data scientists to convey information about content-specific gameplay decisions in learning games.

This study contributed to the current body of literature on game-based learning by investigating the way playing an educational game, "Humunology," affected learning about the immune system and examining further the association between game immersion and visual attention distribution. A total of 79 undergraduate and graduate students participated, and data were collected both in situ and ex situ. The results showed that the students learned through playing "Humunology," and the analyses of the use of player characters indicated that the game design facilitated gameplay behaviours that are consistent with the science content. The use of the eye-tracking method also revealed that students who were more immersed in playing "Humunology" paid more attention to areas related to player characters. The interpretations and limitations are discussed further.

Game-based learning environments typically elicit a variety of emotions; however, the influence of emotions on game-based learning is basically underemphasized. This study sought to investigate how emotions are related to science learning in a gaming context. "Humunology," an educational game for learning about the human immune system, was used, and 112 seventh graders aged 12-13 years old took part. The results indicated that learning through playing "Humunology" was effective and that the long-term effect of this approach on learning retention was promising in comparison to traditional web-based instruction. A cluster analysis by the K-means algorithm categorized the students who learned through playing "Humunology" into two core groups. Students in cluster 1 experienced substantial levels of both positive and negative emotions while learning through playing "Humunology," whereas the students in cluster 2 experienced primarily positive emotions. Although students who experienced primarily positive emotions had better learning outcomes right after playing "Humunology," the learning effect declined as time passed, to the extent that they performed the same as those who experienced both positive and negative emotions in terms of long-term learning retention. The significant findings of the study and their interpretations are discussed, and limitations and suggestions for future work are provided.

This study reports on a measurement that is used to investigate interactivity in the classrooms and examines the impact of integrating the interactive projector into middle school science classes on classroom interactivity and students' biology learning. A total of 126 7th grade Taiwanese students were involved in the study and quasi-experimental research with two-group posttest-only design was employed. Students in the experimental group were taught by using interactive projector (n = 61) and their counterparts were taught by general data projector (n = 65). The results show that there was no significant difference in students' learning achievement between teaching through interactive projector and general data projector. More interactions were observed in the experimental group; however, its perceived teaching efficiency was not better than teaching with a general data projector. It is suggested that the integration of interactive technologies in the classrooms might not ensure better learning performance or teaching efficiency, although various types of interactive actions were observed. The possible interpretations and suggestions for future studies are provided.

Many studies have shown the positive impact of serious gaming on learning outcomes, but few have explored the relationships between game immersion and science learning. Accordingly, this study was conducted to investigate the effectiveness of learning by playing, as well as the dynamic process of game immersion experiences, and to further identify whether, and to what extent, immersion affects science learning through serious gaming by using the techniques of cluster analysis. A total of 63 seventh-grade students participated in the study, and a quasi-experimental research design was employed. The results demonstrated that the students gained a holistic understanding of the relevant scientific concepts because their performances on the scenario-based science assessment were significantly improved across serious gameplaying occasions, and the effect of learning was retained long term. Moreover, serious gaming provided students with the experience of immersion insofar as the students indicated a greater degree of immersion in the game over time. Furthermore, two core clusters presenting meaningful patterns, high gaming performance/high immersion and high science learning/low immersion, were revealed. Finally, various interpretations and implications of the obtained data are discussed.

The purpose of this study was to examine the effect Serious Educational Games (SEGs) had on student interest in science in a federally funded game-based learning project. It can be argued that today's students are more likely to engage in video games than they are to interact in live, face-to-face learning environments. With a keen eye on motivating science students through SEGs, a cascading SEG development model was deployed. K-12 science teachers participated in summer workshops over three years where they learned to design and construct SEGs as teaching and learning tools, followed by student modification of teacher created games. Science interest was assessed through a mixed-method design, examining student responses to the Science Interest Survey (SIS) and through student voice from written blog prompts. Using chi-square and polytomous linear regression, results indicated that grade, age, gender and race were significant (p<0.05) predictors of science interest. Qualitative data from student blog responses indicate that science-based SEG creation positively influences student interest in science. Student voice blog responses indicated interest was boosted by successfully creating a working game of their own and as a result, students were inspired to do well in future science classes and had a new interest in pursuing STEM related careers.

The scientific concepts of human immunology are inherently complicated and extremely difficult to understand. Hence, this study reports on the development of an educational game entitled "Humunology" and examines the impact of using "Humunology" for learning how the body's defense system works. A total of 132 middle school students participated in this study and a quasi-experimental approach with a two-group pretest/posttest research design was used. A knowledge assessment including 19 items was developed, and a questionnaire instrument with seven dimensions, which focuses mainly on perceptions toward the use of "Humunology," and the help-seeking behaviors of the students, was employed. The results show that students who learned by playing "Humunology" significantly outperformed those who learned by using web-based content on items that examined their understanding of procedural knowledge and higher level of cognitive process. Students in the experimental group also had a significantly higher level of satisfaction than their counterparts. In terms of predicting a student's learning achievement on the posttest, the three positive variables were the results of the pretest, perceived ease of use, peer learning and help-seeking behaviors. The only negative one was perceived playfulness. The implications and suggestions for further research derived from these findings are discussed.

This study was conducted in an attempt to investigate the effectiveness of an educational card game we developed for learning human immunology. Two semesters of evaluation were included to examine the impact of the game on students' understanding and perceptions of the game-based instruction. Ninety-nine senior high school students (11th graders) were recruited for the first evaluation, and the second-semester group consisted of 72 students (also 11th graders). The results obtained indicate that students did learn from the educational card game. Moreover, students who learned from playing the game significantly outperformed their counterparts in terms of their understanding of the processes and connections among different lines of immunological defense (first semester: t = 2.92, p < 0.01; second semester: t = 3.45, p < 0.01) according to the qualitative analysis of an open-ended question. They generally had positive perceptions toward the game-based instruction and its learning efficiency, and they felt the game-based instruction was much more interesting than traditional didactic lectures (first semester: t = 2.79, p < 0.01; second semester: t = 2.41, p < 0.05). This finding is evidence that the educational card game has potential to facilitate students' learning of how the immune system works. The implications and suggestions for future work are further discussed.

This study investigates the effect of Web-based Chemistry Problem-Solving, with the attributes of Web-searching and problem-solving scaffolds, on undergraduate students' problem-solving task performance. In addition, the nature and extent of Web-searching strategies students used and its correlation with task performance and domain knowledge also were examined. We recruited a total of 183 undergraduate students, all of whom are taking the freshman chemistry course, to participate in the study to solve three chemistry tasks across a semester. Mandated screen-capture software captured participants' on-screen Web-searching processes were recorded every five seconds. Results demonstrated that students' problem-solving performance was significantly improved from task 1 to 3, and students with more domain knowledge outperformed students with less domain knowledge. Students with higher problem-solving performance employed more existing knowledge and metacognitive Web-searching strategies; and students with lower problem-solving performance employed more cognitive Web-searching strategies. In addition, students' problem-solving performance was correlated with their domain knowledge, use of existing knowledge, and metacognitive Web-searching strategies. Moreover, students' use of existing knowledge was the major factor for predicting their problem-solving performance according to the regression model. (Contains 5 tables and 6 figures.)

This study attempted to examine students' learning outcomes and their learning experiences through playing a Serious Educational Game. A mixed-method research design was employed collecting both quantitative and qualitative data. A total of 98 middle-school students ranging from sixth to eighth grades participated through paper-and-pencil instruments, interviews and video recordings as data sources. A series of paired t-tests was used to analyse whether there were differences in learning outcomes and attitude changes toward methamphetamine use. The results showed that students learned more neuroscience content after exposure to the game (p less than 0.01) and their attitude toward methamphetamine use became more negative (p less than 0.01). Moreover, they actively performed several cognitive and metacognitive strategies to help the learning activity to best fit individual learning styles and to make the cognitive processes more efficient while interacting with the Serious Educational Game. (Contains 3 tables and 6 figures.)

"Drugs and the Brain: A Serious Game," a prototype museum exhibit, was designed to employ virtual models of the brain into a video game format. It was done to create a fun and engaging way of conveying knowledge and concepts about neuroscience, as well as the impact of methamphetamine abuse on the brain. The purpose of this study is to evaluate this prototype exhibit that promises to educate participants from various age, ethnicity, and gender backgrounds, and to establish a stronger concept of drug abuse prevention among children. A quantitative methodology using the pre- and post-experimental designs was conducted on 175 museum visitors. A series of two-sample paired "t"-tests and subsequent ANOVAs were performed to examine the difference between pre- and post-tests and to determine if there was a difference in the results in age, gender, ethnicity, and race. Results showed that both the understanding and attitudes of the participants toward the impact of methamphetamine abuse on the brain improved significantly (p less than 0.01). (Contains 4 tables, 2 figures, and 1 note.)

As twenty-first century skills become a greater focus in K-12 education, an infusion of technology that meets the needs of today's students is paramount. This study looks at the design and creation of a Multiplayer Educational Gaming Application (MEGA) for high school biology students. The quasi-experimental, qualitative design assessed the twenty-first century skills of digital age literacy, inventive thinking, high productivity, and effective communication techniques of the students exposed to a MEGA. Three factors, as they pertained to these skills, emerged from classroom observations. Interaction with the teacher, discussion with peers, and engagement/time-on-task while playing the MEGA suggested that students playing an educational video game exhibited all of the projected twenty-first century skills while being engrossed in the embedded science content. (Contains 2 figures.)

The purpose of this study was to examine students' learning of simple machines, a fifth-grade (ages 10-11) forces and motion unit, and student engagement using a teacher-created Multiplayer Educational Gaming Application. This mixed-method study collected pre-test/post-test results to determine student knowledge about simple machines. A survey ascertained the time spent using the computer for general purposes, and the time spent playing computer games as a function of gender. The pre-test and post-test design involved 74 students, 31 males and 43 females, who played the "Dr. Friction" Multiplayer Educational Gaming Application for several days in the middle of the unit. Results showed the females averaged using the computer more than their male counterparts and males played video games more than females. Analysis of covariance suggested no significant difference between the factor gender (p greater than 0.05) but statistically significant differences in gain scores (p = 0.001). Observations and qualitative focus groups suggested high student engagement and how video game technology can scaffold learning of simple machines. (Contains 3 figures and 4 tables.)

Arginine vasopressin (AVP) is an important neurohormone in the regulation of many aspects of central nervous system, yet its modulation on the respiratory function remains largely unknown. The aims of this study were to investigate the modulation of phrenic (PNA) and hypoglossal nerve activity (HNA) by central administration of AVP and to identify the involvement of AVP V1A receptors in this modulation. Animals were anesthetized with urethane (1.2 g/kg, i.p.), paralyzed with gallamine triethiodide (5 mg/kg, i.v.), and artificially ventilated. The rat was then placed on a stereotaxic apparatus in a prone position. PNA and HNA were monitored at normocapnia in hyperoxia. Microinjection of AVP into the medial ventrolateral medulla (VLM) and/or rostral ventral respiratory group (rVRG) produced a dose-dependent inhibition on both PNA and HNA, whereas the microinjection of AVP into the region of lateral VLM resulted in a similar inhibition of these nerve activities and a pressor response. Systemic administration of phentolamine abolished the pressor effect but did not affect the inhibition of PNA and HNA evoked by AVP injection into the lateral VLM and/or rVRG, suggesting that AVP-induced inhibition of PNA and HNA was not due to the side effect of pressor response. These cardiopulmonary modulations were totally abolished by the central pretreatment of AVP V1A receptor antagonist. Our results suggested that AVP may activate neurons located at the VLM and/or rVRG via the AVP V1A receptor to inhibit respiratory-related HNA and thus to regulate upper airway aperture.

The aim of the study was to examine whether or not arginine vasopressin (AVP) might modulate cardiopulmonary functions by acting on the lateral area of the ventrolateral medulla (VLM) in the rat. The rat was anesthetized, bilaterally vagotomized, paralyzed, ventilated, and then placed on a stereotaxic instrument in a prone position. Activity of the phrenic nerve (PNA) was monitored at normocapnia and hypercapnia in hyperoxia. Microinjection of AVP into the lateral region of the VLM resulted in a brief apnea followed by a significant decrease in PNA amplitude and a concomitant significant increase in blood pressure. The inhibition of PNA with AVP treatment could be partly attenuated by hypercapnia but not by phentolamine. Both inhibition of PNA and pressor response with AVP microinjection into the lateral VLM were totally abolished after pretreatment with AVP V1A receptor antagonist. These results suggest that a vasopressinergic pathway projects to the lateral VLM and modulates cardiopulmonary functions via AVP V1A receptors on neurons within the lateral VLM.

The purpose of the current study was to examine where arginine vasopressin (AVP) inhibits respiration by direct action on the areas of the ventrolateral medulla (VLM) in the rat. The animal was anesthetized by urethane (1.2 g/kg, i.p.), paralyzed with gallamine triethiodide, and artificially ventilated. Catheterization of the femoral artery and vein, and bilateral vagotomy were performed. The rat was then placed upon a stereotaxic instrument in a prone position. The phrenic nerve was separated and cut peripherally. Phrenic nerve activity (PNA) was monitored at normocapnia and hypercapnia in hyperoxia. Microinjection of AVP into various subregions of the VLM was then performed. In response to AVP microinjection, a transient period of apnea and then a significant decrease in PNA amplitude were observed. Arterial blood pressure was unchanged. This inhibition of PNA with AVP treatment was site-specific, attenuated by raising CO2 concentration, and totally abolished by pretreatment with AVP V1A receptor antagonist. Data of the present study indicate that endogenous resource of AVP may produce an inhibitory effect upon respiration via AVP receptors presented on neurons within the VLM.