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1.
Given the growing popularity of digital games as a form of entertainment, educators are interested in exploring using digital games as a tool to facilitate learning. In this study, we examine game-based learning by describing a learning environment that combines game elements, play, and authenticity in the real world for the purpose of engaging students’ learning of science and enhancing student motivation. We discuss the design of the environment and present research conducted. Our findings demonstrate that the design of an engaging, interactive environment using a game-based approach can help students have fun while learning. 相似文献
2.
Srisawasdi Niwat Panjaburee Patcharin 《Journal of Science Education and Technology》2019,28(2):152-164
Many studies have used the potential of computer games to promote students’ attitudes toward learning and increase their learning performance. A few studies have transformed scientific content into computer games or developed games with scientific content. In this paper, we employed students’ common misconceptions of chemistry regarding the properties of liquid to develop a computer game. Daily life situations and everyday phenomena related to the chemical understanding of the properties of liquid were also taken into account. Afterward, we applied a process-oriented, inquiry-based active learning approach to implement the game in a Thai high school chemistry course. We studied the implementation of a game-transformed inquiry-based learning class by comparing it to a conventional inquiry-based learning class. The results of this study include aspects of students’ conceptual understanding of chemistry and their motivation to learn chemistry. We found that students in both the game-transformed inquiry-based learning class and conventional inquiry-based learning class had a significantly increased conceptual understanding of chemistry. There was also a significant difference between the gains of both classes between the pre- and post-conceptual understanding scores. Moreover, the post-conceptual understanding scores of students in the two classes were significantly different. These findings support the notion that students can better comprehend chemistry concepts through a computer game, especially when integrated with the process-oriented, inquiry-based learning approach. The findings of this study also highlight the game-transformed inquiry-based learning approach’s support of students’ motivation to learn chemistry.
相似文献3.
Game-based learning has been gradually adopted in energy education as an effective learning tool because digital games have the potential to increase energy literacy and encourage behavior change. However, not every learner can benefit from this support. There is a need to examine how human factors affect learners’ reactions to digital games for supporting learning. This study addresses this issue by developing a digital educational game and examining the effects of locus of control on behavioral intention and learning performance of energy knowledge in game-based learning. The results demonstrated that learners with internal locus of control (ILC) outperformed external locus of control (ELC) learners in energy knowledge after interacting with the game. Moreover, the proposed game can reasonably reduce the differences in the behavioral intention of the ILC and ELC learners, indicating that ELC learners significantly improved their behavioral intention after playing the game, especially their external behavioral intention in the aspects of persuasion, legal action, and political action. The findings of this study are discussed to enhance the understanding of locus of control on behavioral intention and energy knowledge in the context of digital games. 相似文献
4.
Anders Kluge 《International Journal of Science Education》2019,41(8):1071-1095
This article investigates how interactive representations can be used to enhance conceptual learning. It is a naturalistic study of 14 students in four groups aged 16–17 years working with an interactive simulator. The article is based on qualitative data to enable analyses of the students’ processes of conceptual learning as interactive sense-making, as discussions, verbalisation and use. The activities of the learners are studied in detail from a socio-constructive perspective with regard to how they relate previous knowledge and experiences to theory, investigating the progress of conceptual learning inspired by the notion of a coordination class (diSessa, A. A., &; Sherin, B. L. [1998]. What changes in conceptual change? International Journal of Science Education, 20(10), 1155–1191. doi:10.1080/0950069980201002). This process brings design issues related to conceptual learning to the fore. The study points towards a revised inquiry approach in which a digital representation can be used to negotiate a meeting point between theory, previous experience and knowledge, and be instrumental in conceptual sense-making. 相似文献
5.
Igor Mayer Harald Warmelink Geertje Bekebrede 《European Journal of Engineering Education》2013,38(1):85-106
The authors define the requirements and a conceptual model for comparative evaluation research of simulation games and serious games (SGs) in a learning context. A first operationalisation of the model was used to comparatively evaluate a suite of 14 SGs on varying topics played between 2004 and 2009 in 13 institutes of higher education in the Netherlands. The questions in this research were: what is the perceived learning effectiveness of the games and what factors explain it? How can we comparatively evaluate games for learning? Data were gathered through pre- and post-game questionnaires among 1000 students, leading to 500 useful datasets and 230 complete datasets for analysis (factor analysis, scaling, t-test and correlation analysis) to give an explorative, structural model. The findings are discussed and a number of propositions for further research are formulated. The conclusion of the analysis is that the students’ motivation and attitudes towards game-based learning before the game, their actual enjoyment, their efforts during the game and the quality of the facilitator/teacher are most strongly correlated with their learning satisfaction. The degree to which the experiences during the game were translated back into the underlying theories significantly determines the students’ learning satisfaction. The quality of the virtual game environment did not matter so much. The authors reflect upon the general methodology used and offer suggestions for further research and development. 相似文献
6.
ABSTRACTNumerous studies show the positive effects of introducing video games into learning contexts. These instruments help develop twenty-first-century skills, such as creativity, from a dual perspective: (i) the students’ perspective, since they develop skills and competencies that allow them to find innovative solutions to the challenges posed by games, and to become digital culture producers; and (ii) the education professionals’ perspective, to use these instruments in schools and thereby change the way students learn. Using a sample of 85 first-year secondary school students, this study aims to provide empirical evidence about the development of creativity through the introduction of video games in the classroom. To do this, an eight-week pedagogical workshop was developed in which the Minecraft video game was introduced in the subject of technology. To assess the results of the workshop, the participants’ creativity was analysed using a pre-test/post-test design through the CREA Creative Intelligence Test, as well as the evaluation of the students’ machinima productions by their teachers. Results show a significant increase in creativity and high scores for machinima productions, highlighting the opportunity to introduce these tools in classrooms in order to develop innovative educational contexts where creative processes and products are the protagonists. 相似文献
7.
Wayne Holmes 《Learning, Media and Technology》2011,36(1):5-19
Significant numbers of children (6% of 11‐year‐olds) have difficulties learning to read. Meanwhile, children who receive appropriate support from their parents do better in literacy than those who do not. This study uses a case study approach to investigate how digital games designed to support struggling readers in school were used at home, by the parents of six children to support their children’s literacy. Mostly, the children enjoyed playing the games and believe that it helped improve their reading. The parents all valued the opportunity to participate in their child’s learning and believe that the games’ approach to learning is effective. The study considers key influences on the successful use of games to support struggling readers (repetition, feedback, motivation, self‐efficacy, parental beliefs) and raises questions, further consideration of which might usefully inform the future development of effective game‐based learning. 相似文献
8.
William Reynolds 《课程研究杂志》2013,45(4):445-451
In this paper, we explore the influence of the teacher on the language games being played in a Grade 3 mathematics classroom. The kinds of listening strategies used by the teacher seemed to have an impact on the kind of language game being played as a small group of students engaged in a problem‐solving activity. Understanding classroom conversation from a language‐games perspective is used to explore the kinds of sense‐making, student engagement, and new understandings evolving through classroom discourse. Language games may also be important for encouraging students to extend and transform their understandings. We describe how learning to ‘teach etcetera’ as a way of helping students ‘see‐as’ and move beyond narrowly defined predetermined content may entail playing more open‐ended language games and learning how to ‘listen’. 相似文献
9.
Darryl Charles Therese Charles Michael McNeill David Bustard Michaela Black 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(4):638-654
It is generally accepted that informative and timely feedback is important to a student's learning experience within higher education. In the study of commercial digital games it has also become increasingly understood that games are particularly good at providing effective feedback of this form to gameplayers. We discuss recent game based learning research that attempts to harness the motivating qualities of digital games to inform the design of educational technology. Results from this research demonstrate student participation and performance can be improved by providing Game‐Based Feedback (GBF) to students. The GBF approach awards points to students for the successful completion of tasks throughout a course of study. Points and achievements accumulated over time builds a profile that provides a student with a potentially powerful representation of their educational identity. In this paper, we argue that virtual worlds are particularly suitable for this form of GBF and can further enhance a student's understanding of their educational standing. We outline a Virtual Learning Landscape (VLL) design that is embedded within a multi‐user virtual environment, where educational feedback is supplied to students via their avatar and a virtual world's landscape. The core structural principles of the proposed VLL are explained and several examples of the use of the VLL are provided to illustrate the system. 相似文献
10.
Much research attention has been focused on learning through game playing. However, very little has been focused on student learning through game making, especially in science. Moreover, none of the studies on learning through making games has presented an account of how students engage in the process of game design in real time. The present study seeks to address that gap. We report an exploratory embedded case study in which three groups of students in one classroom created a computer game designed to teach peers about climate science, while drawing on scientific knowledge, principles of game design, and computational thinking practices. Data sources were student design sheets, computer video, and audio screen capture while students created their game, and interviews after completing the curriculum unit. A theme-driven framework was used to code the data. A curricular emphasis on systems across climate systems, game design, and computational thinking practices provided a context designed to synergistically supported student learning. This embedded case study provides a rich example of what a collaborative game design task in a constructionist context looks like in a middle school science classroom, and how it supports student learning. Game design in a constructionist learning environment that emphasized learning through building a game allowed students to choose their pathways through the learning experience and resulted in learning for all despite various levels of programming experience. Our findings suggest that game design may be a promising context for supporting student learning in STEM disciplines. 相似文献
11.
Vitaly Brazhkin Honey Zimmerman 《Decision Sciences Journal of Innovative Education》2019,17(4):363-386
Multiround business simulation games have been gaining popularity in higher education. However, certain aspects of experiential learning of individual students in the game remain unaddressed in research literature. Team assessments, such as team papers, appear a common, “natural” choice given the team‐based nature of the games but may potentially mask individual learning outcomes. In this study we use a qualitative method to glean from individual students’ papers a deeper understanding of the process of learning of individual students in a team‐based, multiround business simulation game. Our findings indicate that individual and timely assessments are necessary to identify cases of not meeting the expected individual learning outcomes for the instructor's corrective intervention. This study contributes to the understanding of the process and outcomes of student learning in a multiround business simulation game, methods of teaching a supply chain and operations class with a simulation, and methods for better aligning course goals and assessments. 相似文献
12.
How might we balance assistance and penalties to intelligent tutors and educational games that increase learning and interest? We created two versions of an educational game for learning policy argumentation called Policy World. The game (only) version provided minimal feedback and penalized students for errors whereas the game+tutor version provided additional step-level teaching feedback and immediate error correction. A total of 105 university students played either the game or game+tutor version of Policy World in a randomized, controlled, two-group, between-subjects experiment, during which we measured students’ problem-solving abilities, interest in the game, self-reported competence, and pre- and posttest performance. The game+tutor version increased learning of policy analysis skills and self-reported competence. A path analysis supported the claim that greater assistance helped students to learn analysis better, which increased their feelings of competence, which increased their interest in the game. Log data of student behavior showed that debate performance improved only for students who had sufficiently mastered analysis. This study shows that we can design interesting and effective games to teach policy argumentation and how increasing tutoring and reducing penalties in educational games can increase learning without sacrificing interest. 相似文献
13.
Educational video games are hypothesized to be good environments for promoting learning; however, research on conceptual learning from games is mixed. We tested whether embedding a learning support in the form of short animations illustrating physics concepts that can be used to aid gameplay improved learning. Ninety-six 7th to 11th grade students were randomly assigned to play Physics Playground with or without the learning supports over a 4-day period. Results indicate that students who played a version of the game with embedded learning supports showed more improvement on a far- (d = 0.36), but not on a near-transfer physics assessment (d = 0.17) compared to those who played without the supports. The learning supports did not affect students’ enjoyment with the game. We conclude that the game-embedded animations were effective at promoting conceptual learning without sacrificing the fun of game-based learning. 相似文献
14.
Educational game designers and educators are using digital games as a platform for teaching academic content, including multicultural curriculum. However, it is unclear how well digital game-based learning can coexist with the goals of multicultural education for the purpose of meeting the needs of African American children. In this essay, we raise serious questions about the use of digital games to teach about social oppression in ways that privilege the psychological well-being of African American children. We argue that digital games that intend to recreate histories of racial oppression can be harmful to African American children if they reproduce popular and problematic notions of indigenous lives and experiences. We illuminate some of the dangers of such digital games through a preliminary exploration of one digital game designed to teach about facets of African American enslavement. Our essay concludes with recommendations for culturally relevant digital game-based learning design and instruction. 相似文献
15.
Alex P. Leith Rabindra A. Ratan Donghee Yvette Wohn 《Journal of Science Education and Technology》2016,25(4):655-664
Given the diversity and complexity of education game mechanisms and topics, this article contributes to a theoretical understanding of how game mechanisms “map” to educational topics through inquiry-based learning. Namely, the article examines the presence of evolution through natural selection (ENS) in digital games. ENS is a fundamentally important and widely misunderstood theory. This analysis of ENS portrayal in digital games provides insight into the use of games in teaching ENS. Systematic database search results were coded for the three principles of ENS: phenotypic variation, differential fitness, and fitness heritability. Though thousands of games use the term evolution, few presented elements of evolution, and even fewer contained all principles of ENS. Games developed to specifically teach evolution were difficult to find through Web searches. These overall deficiencies in ENS games reflect the inherent incompatibility between game control elements and the automatic process of ENS. 相似文献
16.
This review synthesises research on digital games and science learning as it supports the goals for science proficiency outlined in the report by the US National Research Council on science education reform. The review is organised in terms of these research-based goals for science proficiency in light of their alignment with current science education standards and reform documents worldwide. Overall, the review suggests that digital games can support science learning across the four strands but also suggests that there are few strong quantitative studies examining some of the strands. Much of the research conducted to date has centred primarily on the potential of games to scaffold conceptual knowledge, engagement and participation. Less research has focused on epistemological understanding and science process skills. While much debate has asked whether digital games are ‘good’ or ‘bad’ for learning, the research across the strands highlights that the design of digital games, rather than their medium, ultimately determines their efficacy for learning. 相似文献
17.
As noted in part I of this article (published in TechTrends 54(3)), advances in technology continue to outpace research on the design and effectiveness of instructional (digital video)
games. In general, instructional designers know little about game development, commercial video game developers know little
about training, education and instructional design, and relatively little is understood about how to apply what we know about
teaching and learning to optimize game-based learning. In Part I, a panel of recognized and emerging experts in the design
of instructional (digital video) games set the context for this three part series and one of four panelists discussed what
he believes instructional designers should know about instructional game design (Hirumi, Appleman, Rieber, Van Eck, 2010).
In Part II, two faculty members who teach courses on instructional game design presents their perspectives on preparing instructional
designers for game-based learning. Part III will present a fourth perspective along with conclusion that compares the four
views. 相似文献
18.
Matthew T. Marino Maya Israel Constance C. Beecher James D. Basham 《Journal of Science Education and Technology》2013,22(5):667-680
Science education video game research points toward promising, but inconclusive results in both student learning outcomes and attitudes. However, student-level variables other than gender have been largely absent from this research. This study examined how students’ reading ability level and disability status are related to their video game-playing behaviors outside of school and their perceptions about the use of science video games during school. Thirty-four teachers and 876 sixth- through ninth-grade students from 14 states participated in the study. All student groups reported that they would prefer to learn science from a video game rather than from traditional text, laboratory-based, or Internet environments. Chi-square analyses indicated a significant association between reading ability level, disability status, and key areas of interest including students’ use of video games outside of school, their perceptions of their scientific abilities, and whether they would pursue a career in the sciences. Implications of these findings and areas for future research are identified. 相似文献
19.
Qing Li 《Educational technology research and development : ETR & D》2018,66(6):1339-1358
In this study, teachers are giving an opportunity to design and develop their own educational games. The following three questions guide the research: (1) What are the characteristics of teacher designed and developed games? (2) What theories do teachers use when they make games for educational purposes? (3) What are the design considerations when teachers engage in game authoring experiences? Framed in a qualitative, naturalistic case study perspective, this paper explores 83 teachers’ experience and thinking grounded in enactivism. Participating teachers are enrolled in a graduate course focusing on game based learning. Data sources include: teacher written assignments, teacher created digital artifacts, instructor’s reflective journal, and learner feedback after class. The analysis of the data show that teachers tend to create quiz games using the software they are familiar with, prefer collaborative design process, and math is a popular subject for games. They like to author games that are customized, with detailed storylines, and are appropriate for the local contexts. Implication and recommendations are also discussed. 相似文献
20.
方航 《合肥师范学院学报》2012,(1):117-119
研究团体沙盘游戏对大学生职业决策自我效能的影响,探索提高大学生职业决策自我效能的途径,可以为大学生的职业指导提供一套可行的实施方案。经过沙盘游戏辅导,大学生在自我评价、收集信息、选择目标、制定规划、问题解决等维度上的得分有了显著的提高。 相似文献