Examining an Online Microbiology Game as an Effective Tool for Teaching the Scientific Process †
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Authors:
Kristi G. Bowling1,*,
Yvonne Klisch1,
Shu Wang2,
Margaret Beier2
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Published 06 May 2013
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Supplemental materials available at
http://jmbe.asm.org - *Corresponding author. Mailing address: Rice University Center for Technology in Teaching and Learning, 6100 Main Street, MS 120, Houston, TX 77005. Phone: 713-348-6197. Fax: 713-348-5699. E-mail: [email protected].
- ©2013 Author(s). Published by the American Society for Microbiology.
Abstract:
This study investigates the effectiveness of the online Flash game Disease Defenders in producing knowledge gains for concepts related to the scientific process. Disease Defenders was specifically designed to model how the scientific process is central to a variety of disciplines and science careers. An additional question relates to the game’s ability to shift attitudes toward science. Middle school classes from grades six to eight were assigned to the experimental group (n = 489) or control group (n = 367) and asked to participate in a three-session intervention. The sessions involved completing a pretest, a game play session, and taking a posttest. Students in the experimental group played Disease Defenders while students in the control group played an alternative science game. Results showed a significant increase in mean science knowledge scores for all grades in the experimental group, with sixth grade and seventh grade students gaining more knowledge than eighth grade students. Additionally, results showed a significant positive change in science attitudes only among sixth graders, who also rated their satisfaction with the game more favorably than students in higher grades. No differences in mean test scores were found between genders for science knowledge or science attitudes, suggesting that the game is equally effective for males and females.
References & Citations
Supplemental Material
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Appendix 1: Pre- and posttest items
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Abstract:
This study investigates the effectiveness of the online Flash game Disease Defenders in producing knowledge gains for concepts related to the scientific process. Disease Defenders was specifically designed to model how the scientific process is central to a variety of disciplines and science careers. An additional question relates to the game’s ability to shift attitudes toward science. Middle school classes from grades six to eight were assigned to the experimental group (n = 489) or control group (n = 367) and asked to participate in a three-session intervention. The sessions involved completing a pretest, a game play session, and taking a posttest. Students in the experimental group played Disease Defenders while students in the control group played an alternative science game. Results showed a significant increase in mean science knowledge scores for all grades in the experimental group, with sixth grade and seventh grade students gaining more knowledge than eighth grade students. Additionally, results showed a significant positive change in science attitudes only among sixth graders, who also rated their satisfaction with the game more favorably than students in higher grades. No differences in mean test scores were found between genders for science knowledge or science attitudes, suggesting that the game is equally effective for males and females.

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Author and Article Information
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Published 06 May 2013
-
Supplemental materials available at
http://jmbe.asm.org - *Corresponding author. Mailing address: Rice University Center for Technology in Teaching and Learning, 6100 Main Street, MS 120, Houston, TX 77005. Phone: 713-348-6197. Fax: 713-348-5699. E-mail: [email protected].
- ©2013 Author(s). Published by the American Society for Microbiology.
Figures
From top to bottom, screen captures from the beginning of the veterinarian, epidemiologist, and microbiologist paths in Disease Defenders showing the problems players are asked to investigate.

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FIGURE 1
From top to bottom, screen captures from the beginning of the veterinarian, epidemiologist, and microbiologist paths in Disease Defenders showing the problems players are asked to investigate.
Screen capture of a check for understanding during the veterinarian path of Disease Defenders. Players are asked to identify and add experimental, positive, and negative control brain samples to microscope slides for staining to determine if a pig died from rabies.

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FIGURE 2
Screen capture of a check for understanding during the veterinarian path of Disease Defenders. Players are asked to identify and add experimental, positive, and negative control brain samples to microscope slides for staining to determine if a pig died from rabies.
Interaction between science knowledge scores and grade. Error bars represent standard errors. Grade six pretest: mean 6.02 (SD 2.07), posttest: mean 8.90 (SD 2.78). Grade seven pretest: mean 7.76 (SD 3.04), posttest: mean 10.30 (SD 3.93). Grade eight pretest: mean 7.42 (SD 3.38), posttest: mean 8.87 (SD 4.30).

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FIGURE 3
Interaction between science knowledge scores and grade. Error bars represent standard errors. Grade six pretest: mean 6.02 (SD 2.07), posttest: mean 8.90 (SD 2.78). Grade seven pretest: mean 7.76 (SD 3.04), posttest: mean 10.30 (SD 3.93). Grade eight pretest: mean 7.42 (SD 3.38), posttest: mean 8.87 (SD 4.30).
Interaction between attitudes toward science and grade. 1 = Most Negative and 5 = Most Positive attitude toward science. Error bars represent standard errors. Grade six pretest: mean 3.93 (SD 0.96), posttest: mean 4.23 (SD 0.76). Grade seven pretest: mean 4.04 (SD 0.71), posttest: mean 4.04 (SD 0.75). Grade eight pretest: mean 3.87 (SD 0.75), posttest: mean 3.87 (SD 0.75).

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FIGURE 4
Interaction between attitudes toward science and grade. 1 = Most Negative and 5 = Most Positive attitude toward science. Error bars represent standard errors. Grade six pretest: mean 3.93 (SD 0.96), posttest: mean 4.23 (SD 0.76). Grade seven pretest: mean 4.04 (SD 0.71), posttest: mean 4.04 (SD 0.75). Grade eight pretest: mean 3.87 (SD 0.75), posttest: mean 3.87 (SD 0.75).