The use of serious educational games has the potential to increase student learning outcomes in science education by providing students with opportunities to explore phenomena in ways that vary from traditional instruction; yet, empirical research to support this assertion is limited. This study aimed to explore deeply what learning gains were associated with the use of three serious educational games (SEGs) created for use in secondary biology classrooms that partner teachers implemented during a 2-week curriculum unit. This longitudinal, mixed method study includes a control year, in which we examined how six highly qualified teachers taught students (n = 407) a 2-week curriculum unit addressing cellular biology without the SEGs, followed by 2 years in which the teachers integrated the SEGs into the curriculum unit with students (n =871). Data were collected from multiple sources, including a validated content pre- and post-test measure, embedded gameplay data, participant observation, teacher interviews, and focus groups. Quantitative findings showed significant learning gains associated with students who experienced the game condition during year 2, when compared with the control condition. During the replication year (year 3), learning gains increased again, compared with year two. Although the SEGs did not change between years 2 and 3, teachers were provided real-time access to students’ performance during gameplay. Thematic analysis of observation notes, teacher interviews, and student performance in-game identified four affordances teachers identified related to the use of serious educational games in their classrooms and the extended partnership model employed. Implications for researchers and game designers are discussed.

使用严肃的教育游戏有可能通过为学生提供以不同于传统教学的方式探索现象的机会，从而提高学生在科学教育中的学习成果；然而，支持这一断言的实证研究是有限的。本研究旨在深入探讨使用三个严肃的教育游戏 (SEG) 与合作伙伴教师在为期 2 周的课程单元中实施的中学生物课堂的使用相关的学习收益。这项纵向的混合方法研究包括一个对照年，在这一年中，我们检查了六位高素质教师如何教学生 ( n  = 407) 一个为期两周的课程单元，以解决细胞生物学问题，而无需SEGs，然后是 2 年，教师将 SEGs 与学生一起整合到课程单元中（n =871)。数据是从多个来源收集的，包括经过验证的内容测试前后测量、嵌入式游戏数据、参与者观察、教师访谈和焦点小组。定量研究结果显示，与对照条件相比，在第 2 年经历过游戏条件的学生有显着的学习收益。在复制年（第 3 年），与第二年相比，学习收益再次增加。尽管 SEG 在第 2 年和第 3 年之间没有变化，但教师可以在游戏过程中实时了解学生的表现。对观察笔记、教师访谈和学生在游戏中的表现的主题分析确定了教师在课堂上使用严肃的教育游戏和所采用的扩展伙伴关系模型相关的四种可供性。