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The Impact of Competitive Collaborative
Game Play on Achievement and Attitude in
Advanced Placement Physics
Scott Holloway
California State University, Northridge
Context



Physics is a serious course with difficult
and abstract concepts
Few students continue on into careers in
physics or engineering
High schools new methods to create
affinity in physics and related careers
Importance




Low achievement scores on the TIMSS
and PISA studies
Increased STEM funding has not been
entirely effective
Increased opportunity for science careers
due to advancing technology
US economy will suffer if STEM jobs
continue to move overseas
Questions
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
Does playing competitive, collaborative,
problem-solving games improve
achievement for AP physics students?
Does playing competitive, collaborative,
problem-solving games improve
attitudes toward physics in AP physics
students?
Literature Review
 Collaboration
 Competition
 Game
play
Collaboration

Increased on task behavior (Harris et al.,
2008).

Improved problem solving and reduced
anxiety (Harskamp and Ding, 2006).
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Group heterogeneity not as important as a
high quality task (Cheng, Lam, & Chan,
2008).
Improved social gains and subject affinity
(Willis, 2007).
Competition
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Creates rivalry and anxiety for many
students (McMahon, Wernsman & Rose,
2009).
Competition is normal and should be
included in education (Ediger, 1996).
Student activity in formal competition
increases similar post-secondary study
(Bishop & Walters, 2007).
AP classes are naturally highly competitive
(Deemer, 2004).
Game Play
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Makes complex theoretical knowledge
more approachable (Kiili, 2007).
Students report mixed results with math
games (Bragg, 2007).
Engagement and motivation are benefits
of the use of games but they are not
enough for educational purposes (Gros,
2007).
Method
 Who
– 79 AP C students
 Where – Westlake High School
 When – Fall 2009, 12 weeks
 What - PhysTec
 How –
– Achievement – test/quiz score
– Attitude – Surveys, Questionnaires and
interviews
PhysTec
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Students were broken into groups of 4-5.
Teams attempted to be the quickest to
correctly complete problem solving
activities and other AP style problems
Points were awarded for correct answers
and deducted for incorrect or missing
answers.
PhysTec

Physics Team Challenge (PhysTec)
designed to:
– Engage all students in the group
– Make students work quickly (under stress)
– Rotate student roles within the group
PhysTec

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Example problem:
Find the acceleration
for a 6 kg block on a
20 degree frictionless
ramp if the 6 kg block
is attached to a
suspended 1.5 kg block
over a massless,
frictionless pulley
PhysTec Key Elements

Game designed so:
– all teams can score points and “win”
– Higher scores earn more extra credit
– Extra credit is minimal
 0.5%
of overall semester grade.
– No penalty for poor performance
Data Collection
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Achievement was measured using preand post- quizzes, and chapter test
scores.
Attitude was measured using pre- and
post- surveys, questionnaires and student
interviews.
Results
 Achievement
results were mixed.
– Test data was inconclusive
– Quiz data showed an increase in
achievement
 Data
on attitude
– suggests the PhysTec game improves
and reinforces positive attitudes in
physics
Achievement
Test Scores
100
Average Percent
90
80
70
60
Period 4
50
40
30
20
PhysTec
Introduced for
Period 4
Period 5
PhysTec
Introduced for
Period 5
10
0
Chapter 2
Chapter 3
Chapter 4
Tests
Chapter 5.1
Chapter 5.2
Achievement
Pre and Post Quiz Results
94
Score (Percent)
92
90
88
Period 4
86
Period 5
84
82
80
78
Quiz ch4 part I pre-game
Quiz ch4 part II - post game
Impact on Attitude
Number of student responses (n=68)
Impact of PhysTec games on physics attitudes
45
40
35
creates more fun
30
25
creates more interest
and engagement
20
15
creates better
performance
10
5
0
Strongly
Disagree
Disagree
Neutral
Agree
Likert scale responses (1-5)
Strongly
Agree
Attitude Toward Games
Number of student responses
(n=74)
Student attitude toward academic games
35
30
Enjoy academic
games
25
20
academic games
enrich my
education
15
10
enjoy academic
games in science
5
0
Strongly
Disagree
Disagree
Neutral
Agree
Likert scale responses (1-5)
Strongly
Agree
Impact on Attitude
Number of student responses
(n=68)
Impact of PhysTec on negative attitudes toward physics
45
40
games are dull
and
uninteresting
35
30
games cause
anxiety
25
20
15
games make
me less likely to
participate
10
5
0
Strongly
Disagree
Disagree
Neutral
Agree
Likert scale responses (1-5)
Strongly
Agree
Impact on Attitude
Percentage of students who enjoy playing PhysTec (n=69)
No
8%
Yes
76%
Neutral
16%
Impact on Attitude
Did playing games change your attitude toward physics?
Yes, 32%
No, 55%
Unclear, 12%
Reasons PhysTec Changed
Attitudes
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“It has helped me visualize the problems
better.”
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“It made me a little more excited about
physics, because I was directly applying it.”
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“It was more fun and interesting to talk about
ways to solve different problems with your
fellow classmates.”
“It added a new dimension to my viewpoint of
physics. I am more excited in the learning
realm of Physics C.”
Discussion
 Overview
 Limitations
 Implications
 Future
Study Possibilities
Discussion
 Even
though their was little extrinsic
motivation (minimal extra credit)
most students engaged in the game
and enjoyed the learning experience.
 Some
experienced anxiety that
comes from competition, but that
was not a limiting factor for most.
Discussion
 Academic
achievement results may
have been affected by inappropriate
test design
 Recommendations
for future study
– Use pre and post tests instead of
chapter tests
– Compare treatment class to control
group
Limitations
 Students
are AP students, most
taking more than two AP classes,
therefore experienced with
competition
 Small
 Only
study group
used physics classes
Implications
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PhysTec adds a dimension of challenge
and fun that promotes positive attitudes in
physics and may increase the number of
students who go on to physics related
careers.
Due to the positive student response, I
will be expanding the use of the game to
encompass the entire year.
Other subjects could design similar games
and expect the same results
Future Study
 Can
PhysTec be redesigned to reduce
anxiety?
 Does
PhysTec increase the number
of students pursuing STEM majors in
college?
 Can
PhysTec be modified for use in
other AP classes?
Final Thought

One student summed up an opinion about
PhysTec this way:
– “Competitive group-work is what makes physics class
stand out from my other 6 periods. Other classes have
group work but generally no timed competition. When
you add the clock, teamwork’s importance is elevated to
a new level. You see people specializing as calculator
workers, explainers, double-checkers, the hapless
writers, and (sometimes) the One that misleads the
whole group. When the whiteboard moves around, the
dynamic constantly changes. When your friends are
counting on you, that’s a powerful motivation to study.
Physics is not a math class; it’s a puzzle class.”
A Special Thanks to…
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My family – Vicki, Caden and Jenna, thanks for
all your patience and support
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My colleagues in the cohort – for all your
guidance and inspiration
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My professors – Prof. Rivas, Prof. Herr, Prof.
Foley, and Prof. Cheng, thanks making me a
better educator
My students – for providing me a reason for
loving my job