Experimental-group students reported enjoying learning Newton's Laws through game-based projects and wanted the method used in other lessons¶

Claim · All claims
Evidence · 1 study · causal r1 · q1
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? In interviews, students said they enjoyed and benefited from the approach and expressed enthusiasm for its use in other courses such as physics and chemistry. → Baran 2018

Evidence¶

Baran 2018¶

Baran, M., Maskan, A., & Yaşar, Ş. (2018). Learning Physics through Project-Based Learning Game Techniques. International Journal of Instruction, 11(2), 221-234. https://doi.org/10.12973/iji.2018.11215a

q1 · i? · causal · r1

Qualitative interviews with experimental-group participants. Student C said "The les son goes faster, I understand the subject better, I enjoyed physics class"; Student F supported using the method in physics and chemistry classes. Descriptive qualitative data, no effect size.

"students reported that they enjoyed and benefitted from learning Newton's Laws in this manner, and added that they would like to see this method in different lessons."

Discussion¶

Related Claims¶

• Students reported that the virtual-lab lesson made learning fun, helped them figure out concepts themselves, and supported thinking like real scientists — related
• Students valued the independence, real-world relevance, hands-on work, and collaboration in challenge based lessons — a broader claim this one bears on
• Ninth-grade students taught Newton's Laws through project-based learning game techniques scored significantly higher on a concept achievement post-test than students taught by traditional methods — related
• Most experimental-group students liked the digital-storytelling mathematics courses and wanted the application to continue — related