![]() However, there were differences across the visualizations and student samples. The results showed that visualizations targeting randomness and genetic level events such as mutations can guide students towards a more scientific conception of natural selection. The visualization design was conducted iteratively following a Design-Based Research approach and evaluated in classroom settings in secondary and upper-secondary Swedish schools. Considering the results from these studies, three interactive visualizations were developed (evolution of antibiotic resistance and fur colouration in mice). In addition, threshold concepts were context-sensitive across the items used (bacteria, cheetah and salamander), for example spatial scale and randomness was significantly more common in responses to the bacteria item compared to the cheetah and salamander items. Especially significant was the almost complete lack of randomness in upper-secondary students’ explanations. Similarly, upper-secondary and tertiary students’ explanations of natural selection were seldom complete in terms of the basic principles and threshold concepts such as randomness were often lacking. Visualizations were also biased to animals as the context of evolution. ![]() Moreover, the representational potential of visualizations was seldom used to represent threshold concepts such as randomness in origin of variation. Content analysis of visualizations available online showed that most fail to fully represent the basic principles of natural selection (variation, selection and inheritance). MER combines scientific content with teaching and learning perspectives for the analysis and design of learning environments. This thesis uses the Model of Educational Reconstruction (MER) as the guiding framework for exploring the significance of threshold concepts by analysing the conceptual content of students’ explanations and extant visualizations of natural selection. While the importance of visualizations is generally acknowledged for science education, less is known about how visual design can facilitate students understanding of threshold concepts, such as random mutations or spatial scales. Hence, representations such as visualizations, models and simulations are considered to be important for teaching and learning evolution. Thus, many important elements of evolutionary theory are counter-intuitive or lie outside direct perception. Recent research suggests that non-domain specific concepts such as randomness, probability, spatial and temporal scales, so called threshold concepts, are important for evolution understanding in addition to the key concepts. The majority of this research relies on a conceptual framework of so-called key concepts (variation, selection, inheritance), derived from scholarly descriptions of natural selection. In contrast, decades of research in science education have revealed that students have difficulties to accurately understand evolutionary processes such as mutation and natural selection. An accurate understanding of evolution is vital both for the understanding of diverse topics in biology, but also for societal issues such as antibiotic resistance or biodiversity. The theory of evolution is considered the unifying theory of biology. Given entertainment video games’ popularity and benefits on cognition and learning, it seems essential to investigate their practical value further in the education sector and to determine the mechanisms that mediate their effects on academic learning. ![]() Future studies need to provide a quantitative approach to complete and confirm already-existing literature, particularly in the environmental and social sciences, physical education, and programming. However, research on entertainment video gaming’s effects on academic learning is still not extensive enough and remains mostly qualitative. Our review revealed that entertainment video games can be an effective educational tool and are beneficial in almost all academic disciplines, particularly in foreign language and science. Our literature search yielded 49 relevant intervention studies published between 20 that integrated entertainment video games into academic curricula from preschool to college. To better understand video gaming practices’ value in the classroom, this article provides a systematic review of literature on the effect of entertainment video games on academic learning. Nevertheless, despite their potential to improve cognitive functioning, they are still studied rarely as a tool for digital game-based learning. Entertainment video games are very popular among young audiences.
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