Marino MT, Isreal M, Beecher CC, Basham JD. 2013.

Students and teachers perceptions

of using video games to enhance science instruction. Journal of Science Education and
Technology. 22: 667-680.
Summary
The majority of students reported that playing the game made their learning process more
interesting as compared to their boring standard science classes.
The children that struggled to complete traditional written assignments were extremely immersed
in the game lesson.
The game raised the interest levels of children during lessons and encouraged those that were not
participative in class discussions to speak up more.
The video games could serve as a mode of curriculum assessment as compared to traditional
ones. Similar questions testing the knowledge of the students were more accurately answered
when posed through video games than in written assessments.

Evaluation
The study is not very conclusive in its findings.
The study categorized the students into different reading levels which indicates a diverse and
more representative scope of subjects.
However, the conclusion offered several reasons for the decline of performance of students in
assessments for science subjects but the aforementioned reasons were not elaborated upon in the
paper.
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Also, the study did not separate students by gender. Different genders may have differing interest
levels in playing video games, which will affect their perception of the video game and biasness
in their responses given through the study. This will cause inaccurate and skewed data to be
collected.
Moreover, the period of the study was extremely short and not representative of a normal
curriculum semester in school. Long term effects would have to be extrapolated from the
findings and would not be as accurate as actual studies done.