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1 February 2012 Bringing Evolution to a Technological Generation: A Case Study with the Video Game SPORE
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Abstract

The video game SPORE was found to hold characteristics that stimulate higher-order thinking even though it rated poorly for accurate science. Interested in evaluating whether a scientifically inaccurate video game could he used effectively, we exposed students to SPORE during an evolution course. Students that played the game reported that they spent an average of 3 hours more a week with class material; these same students also scored about 5% higher on examinations and in the course. Methods to use SPORE to teach evolution are included; to create a teaching community that uses this game might make this edutainment product an even more effective tool.

©2012 by National Association of Biology Teachers. All rights reserved. Request permission to photocopy or reproduce article content at the University of California Press's Rights and Permissions Web site at www.ucpressjournals.com/reprintinfo.asp.
Dorothybelle Poli, Christopher Berenotto, Sara Blankenship, Bryan Piatkowski, Geoffrey A. Bader, and Mark Poore "Bringing Evolution to a Technological Generation: A Case Study with the Video Game SPORE," The American Biology Teacher 74(2), (1 February 2012). https://doi.org/10.1525/abt.2012.74.2.7
Published: 1 February 2012
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