Beyond Jeopardy and Lectures: Using Microsoft PowerPoint as a Game Design Tool to Teach Science

摘要

To date, research involving homemade PowerPoint games as an instructional tool has not shown statistically significant gains in student performance. This paper examines the results of a study comparing the performance of students in a high school chemistry course who created homemade PowerPoint games as a test review with the students who used a traditional study guide on two separate unit tests. There was no statistically significant difference in performance on either test. Furthermore, there was no difference in performance between students who created games multiple times. More work is needed to strengthen the relationships between the protocol and the philosophical justifications, as previous studies found at least one of these justifications to be lacking in the student.