This document summarizes a study that examined the effects of a web-based immune system game called Immunoreceptors on 9th grade student achievement and attitudes. The study involved 73 students split into an experimental group that used Immunoreceptors and a control group that used a digital review. Both groups showed similar increases in test scores after the intervention. While Immunoreceptors did not significantly impact scores, it helped reduce student misconceptions about vaccines more than the digital review. Students reported more positive attitudes towards science learning in the control group. The study concluded that web games have potential to impact understanding if properly designed for the appropriate age and aligned to standards.

1. JohnAttard -- SEYS 778 -- Professor Murfin -- Queens College
–5/1/2012

2. Purpose:
To observe the effect of a web-based game on student achievement
on the immune system
Literature Review revisited:
Studies have been conducted using educational games to observe
the impact it left on: student achievement, content understanding,
retention motivation and/or engagement
- limited studies on web 2.0 tools/games

3. 1. Will a digital slideshow presentation on the immune system
in addition to Immunoreceptors (hybrid instructional method)
be effective in raising 9th grade student achievement?
2. Will student misconceptions on immunological processes
content decrease with application of Immunoreceptors?
3. Will students’ attitudes for learning science become more
positive after using Immunoreceptors?

4. Methods: Action research - mixed-methods
Sample:
Ninth grade biology students (n= 73) from a private
high school located in an urbanized area of
Queens, NY.

5. Gender
52% Males
48 % Females
Age
85% were 14
years old
15% were 15
years old
- students tracked based on academic
ability – Non-honors students

6. One class (n=38) - experimental group received hybrid
instructional method (Group A).
Treatment
- learned the content in class via a presentation technique
and used Immunoreceptors for review of immune system

7. Immunoreceptors
 web game
 no download; just a
link
 minimal pc
requirements
(Apple or Microsoft)
 accessible right from
school site

8. -had ten unique activities (3o minutes)

9. The second section (n=35) – (Group B) = the control; received
the treatment involving the same presentation method
but a digital review instead to review the immune system

10. -test score was out of 30.
GroupA’s mean test score increased from 16.11 (SD = 3.54; 53.7%
correct) before playing Immunoreceptors to 24.92(SD = 3.00;
83.1% correct) after playing Immunoreceptors.
Group B’s mean test score increased from 16.54(SD = 3.63; 55.1%
correct) before a digital review to 24.89(SD = 3.91; 82.9% correct)
after using digital review.

11. AnANOVA revealed that the interaction between the hybrid
instructional treatment method and groupA was not significant at
the p <.05 level
- web game had no effect on scores

13. A between subjects ANOVA revealed no significant differences
between males and females on test scores at the p <.05 level.
Immunoreceptors did not have a greater effect on either gender.
Males had a higher mean (25.94; 86.5 % correct) on the post-test than
females (24.37; 81.2% correct).

14. What does the human body
produce after receiving a
vaccine against polio
that causes a person to
no longer become sick
with polio in the future?
Antibodies!
HOWEVER,
Chi-square test revealed that
this may have occurred by
chance. (p = .205)
Immunoreceptors may have facilitated decreasing
misconceptions about vaccinations more effectively than
digital review.

15. Attitude analysis (Likert-scale of 1 = strongly agree to 5 = strongly disagree)
Group B had better attitudes for learning science (Mean = 2.35
SD .81) than Group A (Mean 2.82 SD 1.17).
Chi-square test revealed (p = .041) that there was minimal
probability that this occurred by chance and thus was
significant .

16. Mean pre-test to post-test grades for experimental groupA, who used
the web game significantly increased from 53.7% to 83.1%.
Related Research
Mean increased from a pre-test score of 45.2% to a post-test of 60.1%
but the intervention of a software game had no impact on scores.
(Klisch et al. in 2011)

17. Possible variables for success?
1) Both the pre-test and post-test were identical - students
carried pre-test knowledge over to the post-test (6 day
span)
2) Students who studied for the exam outside the school
setting (limitation)
3) Students are tracked based on academic ability
(limitation)

18. A fact:
Group A had a mean of 3.91 (SD = 1.00) when it came to Immunoreceptors
being challenging enough for their age level.
Students became bored during game play and became inattentive to in-
game activities.
If the web game was more challenging, this could have increased motivation
and engagement.
Recommendation for future research
Web games should be challenging enough for the students’ grade level and
align with state standards.
(Likert-scale of 1 = strongly agree to 5 = strongly disagree)

19. Strength – Immunoreceptors was free!
Weakness - game was filled with some
advertisements during play
- caused distractions
- hard to control when all
students complete the game
Limitation – students at different paces

20. Female students scored slightly lower (81.2%) than male students
(86.5%)
100% of males in group A owned a video game console as compared to fewer
females with 84.2%.
Related Study
(Papastergiou in 2008) where males slightly performed better on a post-test than
females due to more game play frequency.
HOWEVER, trend is going in a reverse direction.
In the previous study mentioned, girls performed better (60%) than boys (56%) on a
post-test after using software games (Klisch et al., 2011).
IMPLICATION- Even though females own less video game consoles and play games
less frequently, web games could be equally effective on either gender.

21. Even though Immunoreceptors was ineffective in
raising test scores, should they be looked down
upon and not used in the classroom?
NO!

22. Immunoreceptors guided students in the experimental group to better
understand the concept that vaccines help the human body produce
antibodies.
Participants in group A improved from 37% of students answering question 1B
correctly on the pre-test to 95% on the post-test. On the other hand, Group
B only improved from 29% to 69%.
Related Study
Software game guided students to effectively clear a misconception about
energy transfer in plants. (100% to 19%) - (Cepni et al. in 2004)
IMPLICATION - web games can facilitate in decreasing misconceptions
they have on immunological concepts such as functions of vaccines.

23. http://www.fitnwell.net/Blood%20Pressure.htm (Heart image)
http://activelearning.uta.edu/p3.htm (Bloom’sTaxonomy)
http://www.xbox.com/en-US/xbox360 (XBOX)
http://www.promathtutoring.com/regents.html (Test taking student)
http://1800recycling.com/2011/09/upcycle-old-cds/ (CDs)
http://blogs.oregonstate.edu/careerservices/2012/06/11/confessions-of-a-career-
changer-my-wavy-path-forward/ (Road)
http://www.squidoo.com/kids-science-
games?utm_source=google&utm_medium=imgres&utm_campaign=framebuste
r (Science card game)
http://www.foxbusiness.com/personal-finance/2012/08/06/tips-for-college-student-
to-pick-right-computer/ (N-generation student)
http://socialpresence.me/smart-devices-for-a-new-world/ (Cover image)
http://www.bite.ca/bitedaily/2012/08/bite-box-office-technical-difficulties/ (Stand
by)
Clip for slides 14-18 from MIRCROSOFTWORD 2007 CLIP ART GALLERY