inbox 110.40 Det er pragom O CHICING ICOpproprio TODI DOCCONS Original Source Material Student Version The game-based laboratory was vastly different from their expectations and experiences of a typical laboratory; this might have resulted in the students being disconnected from the learning aspect of the game. However, the students' comments suggested that their discomfort with the video game was due to the fact that they did not perceive that a video game could really be educational. The game became a disruption to their traditional ways of science learning and interfered with how they perceived the learning experience. This perspective s potentially problematic as it suggests that pedagogical disruptions such as video games that are designed to be powerful learning tools simply may not work for all students. Since a game-based laboratory provides a virtual environment with different experiences than in a real lab, students may fail to connect these virtual experiences to real lab experiences. Student and teacher beliefs that games are entertainment tools, not educational tools, may minimize the potential of video games intended to help students learn science, References: Anderson, J. L., & Barnett, M. (2013). Learning Physics with Digital Game Simulations in Middle School Science. Journal of Science Education and Technology, 1-13. References: Anderson, J. L, 8 Barnett, M. (2013). Learning Physics with Digital Game Simulations in Middle School F F2 20 F3 COD 000 * FS 4 FO 2 # 3 $ 4 % 5 6 & 7 8 0 2 W E