{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,4,1]],"date-time":"2026-04-01T21:16:38Z","timestamp":1775078198212,"version":"3.50.1"},"reference-count":23,"publisher":"IGI Global","issue":"2","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2017,4]]},"abstract":"<jats:p>We designed a serious game, MolWorlds, to facilitate conceptual change about molecular emergence by using game mechanics (resource management, immersed 3rd person character, sequential level progression, and 3-star scoring system) to encourage cycles of productive negativity. We tested the value-added effect of game design by comparing and correlating pre- and post-test misconceptions, interaction statistics, and engagement in the game with an interactive simulation that used the same graphics and simulation system but lacked gaming elements. We tested first-, second-, and third-year biology students' misconceptions at the beginning and end of the semester (n = 526), a subset of whom played either the game (n = 20) or control (n = 20) for 30 minutes prior to the post-test. A 3x3 mixed model ANOVA revealed that, while educational level (first-, second-, or third-year biology) did not influence misconceptions from pre-test to post-test, the intervention type (no intervention, simulation, or game) did (p&lt;.001). Pairwise comparisons showed that participants exposed to the interactive simulation (p = .007), as well as those exposed to the game (p&lt;.001), lost significantly more misconceptions in comparison to those who did not receive any intervention, while adjusting for educational level. A trending difference was found between the simulation group and the gaming group (p = .084), with the gaming group resolving more misconceptions. Quantitative analysis of click-stream data revealed the greater exploratory freedom of the control simulation, with greater accessibility to individuals who do not play games on a regular basis. However, qualitative analysis of gameplay data showed that MolWorlds-players experienced significantly more instances of productive negativity than control-users (p&lt;.001) and that a trending relationship exists between the quality of productively negative events and lower post-test misconceptions (p = .066).<\/jats:p>","DOI":"10.4018\/ijgbl.2017040102","type":"journal-article","created":{"date-parts":[[2017,3,24]],"date-time":"2017-03-24T14:16:48Z","timestamp":1490365008000},"page":"20-34","source":"Crossref","is-referenced-by-count":16,"title":["Serious Game Leverages Productive Negativity to Facilitate Conceptual Change in Undergraduate Molecular Biology"],"prefix":"10.4018","volume":"7","author":[{"given":"Andrea","family":"Gauthier","sequence":"first","affiliation":[{"name":"University of Toronto, Institute of Medical Sciences, Toronto, Canada"}]},{"given":"Jodie","family":"Jenkinson","sequence":"additional","affiliation":[{"name":"University of Toronto Mississauga, Biomedical Communications, Mississauga, Canada"}]}],"member":"2432","reference":[{"key":"IJGBL.2017040102-0","doi-asserted-by":"publisher","DOI":"10.1111\/bjet.12113"},{"key":"IJGBL.2017040102-1","doi-asserted-by":"publisher","DOI":"10.1207\/s15327809jls1402_1"},{"key":"IJGBL.2017040102-2","doi-asserted-by":"publisher","DOI":"10.1007\/0-306-47637-1_1"},{"key":"IJGBL.2017040102-3","doi-asserted-by":"publisher","DOI":"10.1111\/j.1551-6709.2011.01207.x"},{"key":"IJGBL.2017040102-4","doi-asserted-by":"publisher","DOI":"10.3102\/0034654315582065"},{"key":"IJGBL.2017040102-5","unstructured":"IBM Corporation, 2013. SPSS Statistics."},{"key":"IJGBL.2017040102-6","doi-asserted-by":"publisher","DOI":"10.1187\/cbe.07-08-0063"},{"key":"IJGBL.2017040102-7","doi-asserted-by":"publisher","DOI":"10.1016\/j.compedu.2015.03.017"},{"key":"IJGBL.2017040102-8","unstructured":"Gauthier, A., & Jenkinson, J. 2015. Game Design for Transforming and Assessing Undergraduates\u2019 Understanding of Molecular Emergence (Pilot). In R. Munkvold & L. Kol\u00e5s (Eds.), Proceedings of the 9th European Conference on Games Based Learning (pp. 656\u2013663). Steinkjer, Norway: Academic Conferences and Publishing International Limited."},{"key":"IJGBL.2017040102-9","author":"J. P.Gee","year":"2007","journal-title":"What Video Games Have To Teach Us About Learning And Literacy"},{"key":"IJGBL.2017040102-10","doi-asserted-by":"crossref","unstructured":"Hallgren, K. a. 2012. Computing Inter-Rater Reliability for Observational Data: An Overview and Tutorial. Tutorials in quantitative methods for psychology, 8(1), 23\u201334. Retrieved from http:\/\/www.ncbi.nlm.nih.gov\/pmc\/articles\/PMC3402032\/\\n","DOI":"10.20982\/tqmp.08.1.p023"},{"key":"IJGBL.2017040102-11","doi-asserted-by":"crossref","unstructured":"Landers, R. N., & Callan, R. C. (2011). In A. Oikonomou & L. C. Jain (Eds.), (pp. 399\u2013423). Ma: Serious Games and Edutainment Applications. Retrieved from http:\/\/www.springerlink.com\/index\/10.1007\/978-1-4471-2161-9","DOI":"10.1007\/978-1-4471-2161-9_20"},{"key":"IJGBL.2017040102-12","doi-asserted-by":"publisher","DOI":"10.1111\/bjet.12138"},{"issue":"Winter","key":"IJGBL.2017040102-13","doi-asserted-by":"crossref","first-page":"6","DOI":"10.1111\/j.1745-3992.2006.00075.x","article-title":"Implications of Evidence-Centered Design for Educational Testing.","author":"R. J.Mislevy","year":"2006","journal-title":"Educational Measurement: Issues and Practice"},{"key":"IJGBL.2017040102-14","doi-asserted-by":"crossref","unstructured":"Mitgutsch, K., & Alvarado, N. 2012. Purposeful by Design?\u202fA Serious Game Design Assessment Framework. Proceedings of the International Conference on the Foundations of Digital Games FDG \u201812, New York, New York, USA.","DOI":"10.1145\/2282338.2282364"},{"key":"IJGBL.2017040102-15","doi-asserted-by":"crossref","unstructured":"Mitgutsch, K., & Weise, M. 2011. Subversive Game Design for Recursive Learning. 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