1. Comparing the Effects of Cognitive Constructivist and Social Constructivist Multimedia Science Game Designs on 1 st Grade Students’ Responsive Interactions Katrina Joseph George Mason University EDRS 810 December 2, 2008

2. Purpose To discover the most effective design for learner engagement Replicates and extends “Utilizing Instructional Games to Improve Students’ Conceptualization of Science Concepts: Comparing K Students Results with Grade 1 Students, Are There Differences?”

3. Research Design Students in three 1 st grade classes participate in game play –“Science Constructs” incorporates the cognitive constructivist pedagogical model –“Science Social Constructs” incorporates the social constructivist pedagogical model

4. Research Questions RQ#1 Will there be significant differences between the students who are provided with the multimedia science game with a cognitive constructivist game design compared to the social constructivist game design? RQ#2 Will there be differences in the number of clicks or attempts to explore the content? RQ#3 Will there be differences in the number of activities completed? RQ#4 Will there be differences in the length of time the students chose to spend on each activity? RQ#5 Will there be differences in the number of requests for technology assistance?

5. Participants & Setting Elementary school in the Eastern region of the United States 27 classrooms and 198 computers with high-speed Internet connectivity Three 1 st grade classes and the average class size is 20 students 81% of the students in 3 rd grade passed the science standards of learning test last year 42 participants is expected

6. Materials Consent/Assent forms Pre-test/Post-test Interview questions A computer with broadband Internet connectivity Computer headsets with microphones

7. Materials Two multimedia science games Earth Science Content: Features of the day and night sky, the sun as a source of heat and light for the Earth, the sun and moon rising and setting, and changes in the moon’s appearance Based on situated cognition learning theory Onscreen and audio prompts

8. Cognitive Constructivist Game Design

9. Social Constructivist Game Design

10. Data Sources & Collection Dependent Variables Students’ performance on science test & students’ responsive interactions Independent Variable: Social Interaction Cognitive constructivist game design features are in both multimedia games Social constructivist game design also includes voice chat and ability to write and draw on a whiteboard collaboratively

11. Procedures The teachers in each of the three classrooms will initiate 30 minutes of game play three times per week for each of the groups over the course of a four week period The teachers will act as facilitators and assist the students if they have questions regarding the procedures, but no assistance will be provided concerning game operation

12. Proposed Preliminary Data Analysis T-tests Mean performances on the post-test on earth science content Responsive interactions

13. Questions?