Games and Motivation to Learn Science: Personal Identity, Applicability, Relevance and Meaningfulness

Abstract

Game-based learning and designing has become a hot topic in educational technology. It is believed that video gaming is one way to get students engaged in learning complex and illstructured material, holistic learning, and preparing learners for 21st century jobs. However, beyond engagement, games may also be used for learning and developing personal inter est in science by utilizing the affordances for personal identi ty, applicability beyond the school setting and for a personal agenda, and relevance and meaningfulness of scientific prac tices and ideas. This article, based on the synthesis of infor mation from the games, science education, and motivational research literatures present a focused view on how games for learning (serious games) can be designed and used for learn ing and developing an interest in science. The article also points in the direction of much needed research to assess the claims about games for learning. Science is often taught in ways that make the information irrelevant,

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