Let's play : using games in the science classroom to reduce student stress and increase content understanding

Abstract

The impact of using games in the classroom to reduce student stress and increase content understanding was studied in a seventh grade life science classroom. An additional area of focus was the effect games had on classroom climate. Prior to treatment, classroom games were not used in the classroom. Data Collection Instruments consisted of a Classroom Attitude Survey administered before and after treatment, assessments before and after treatment, student interviews and a teacher journal of reflections and observations. A variety of games were used during the teaching of a unit on digestion and at the end as a review before the summative assessment. The results showed little improvement in content understanding or student stress. An improvement in classroom climate was observed with students arriving on time to class with an excitement to play the games.