Potential to encourage motivation and engagement ( e.g., Tuzun, 2007; Virvou et al., 2005; Stoney & Oliver, 1999 )
Possible educational benefits, such as their potential to encourage thinking skills, e.g., problem solving ( Whitebread, 1997 ), sequencing, reasoning ( McFarlane et al., 2002 ), classification and inference skills ( Henderson et al., 2000 ).
‘ Comparing, contrasting, asking and retrieving information, bouncing ideas of each other’
‘ there is no real comparison between how these skills may be developed in the traditional classroom and how they could be developed through these 3D thinking environments … the potential is just enormous’
Question Male mean score Female mean score How much did you enjoy using the game? 3.3 3.3 Compared to other classroom activities how much did you enjoy using the game? 3.8 3.4 How much would you like to use the games again? 3.9 3.6 To what extent do you think the games helped you learn? 2.4 3.3 How involved were you while using the game? 3.6 3.9
Significant difference in responses for males (M= 2.41, SD=1.44) and females [M=3.28, SD= 1.26; t(94)= -2.78, p= 0.007] (eta squared = 0.076).