共查询到20条相似文献，搜索用时 15 毫秒
1.
Igor Mayer Geertje Bekebrede Casper Harteveld Harald Warmelink Qiqi Zhou Theo van Ruijven Julia Lo Rens Kortmann Ivo Wenzler 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(3):502-527
The authors present the methodological background to and underlying research design of an ongoing research project on the scientific evaluation of serious games and/or computer‐based simulation games (SGs) for advanced learning. The main research questions are: (1) what are the requirements and design principles for a comprehensive social scientific methodology for the evaluation of SGs?; (2) to what extent do SGs contribute to advanced learning?; (3) what factors contribute to or determine this learning?; and (4) to what extent and under what conditions can SG‐based learning be transferred to the real world? In the Netherlands between 2005 and 2012, several hundred SG sessions with 12 SGs were evaluated systematically, uniformly and quantitatively to create a dataset, which comprises data on 2488 respondents in higher education or work organizations. The authors present the research model, the quasi‐experimental design and the evaluation instruments. This focus in this paper is on the methodology and dataset, which form a sound foundation for forthcoming publications on the empirical results. 相似文献
2.
随着信息技术的发展,教育游戏在教学过程的应用越来越广泛,但学界对其应用效果仍颇具争议。为考察教育游戏对学生学习效果的影响,文章采用元分析法,对教育游戏的实验与准实验研究进行了梳理与分析,发现:相较于传统教学方式,教育游戏对学生的学习效果产生了中等程度的正向影响。之后,文章将学科、知识类型、故事情节、参与方式、研究设计类型作为调节变量,检验了调节变量对研究结果的影响。依据元分析结果,文章针对未来教育游戏应用提出了建议,包括依据不同学科特点设计相应的教育游戏、依据知识类型特征选择合适的教育游戏、增强教育游戏情景设计、增加小组参与的教育游戏模块、注重研究设计的多元化等。 相似文献
3.
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
4.
当前,高校以学习者为中心大力推进教育教学改革,传统的教学方法难以满足学习者对编程课程学习的个性化需求.传统课程实践环节中的编程练习较为单调乏味,很难激发学习者学习编程的兴趣,学习者甚至会对编程学习产生负面的情绪.本研究面向培养计算机编程能力提出一个基于计算机游戏的学习模型,该游戏模型以"面向对象程序设计"课程为例面向在... 相似文献
5.
通过对学习满意度研究的文献分析和访谈,初步编制了高职生学习满意度问卷,对331名学生进行测查,采用探索性因素分析对高职生学习满意度结构进行剖析。结果表明:高职学生学习满意度因素主要为教学管理、教学条件、师资水平、自身学习和素质拓展5个因素;学习满意度整体上呈中等水平,最满意的是师资水平和素质拓展,不太满意的是教学条件与自身学习;男女生之间、城乡学生之间的学习满意度未见显著差异,但大一、大三学生比大二学生要高,参加过专业实践学生比未参加过社会实践的学生要高。建议地方高职院校应把提高教育教学质量作为学校办学重中之重的任务,并在硬件建设方面加大投入力度;应对二年级学生和男生给予特别关注,以社团为依托,积极开展专业社会实践活动,提高学生的职业素养与学习满意度。 相似文献
6.
Hagar Ibrahim Labouta Natasha A. Kenny Rui Li Max Anikovskiy Leslie Reid David Thomas Cramb 《International Journal of Science Education》2018,40(12):1476-1492
Research on understanding the full extent that an authentic science research experience engages students in how scientists think and act is sparse. ‘Learning-science-by-doing-science’ (LSDS) is an emerging self-guided process-learning model in postsecondary science education. It offers authentic science research opportunities that drive students to think and act like scientists. This study investigates the LSDS approach as a potential model for science learning at postsecondary level and aims to answer a main research inquiry – what are the students’ and teaching staff’s perceptions of students’ learning gains and the quality of their learning experiences in an authentic research environment within the LSDS model? To answer this question, data were collected from the students, alumni, instructors, teaching assistants and the program director via questionnaires, focus groups and interviews. Students’ and staff’s lived experiences and their perceptions on their authentic research experiences within the LSDS model were used to articulate the key attributes and stages of the LSDS model. The outcomes of this study can be used to help other science programs implement similar authentic research process learning approaches in their own contexts. 相似文献
7.
The benefits of a challenge: student motivation and flow experience in tablet-PC-game-based learning
Advances in technology have led to continuous innovation in teaching and learning methods. For instance, the use of tablet PCs (TPCs) in classroom instruction has been shown to be effective in attracting and motivating students' interest and increasing their desire to participate in learning activities. In this paper, we used a TPCs game – an iPad app called Motion Math: Hungry Fish – to help young students learn to theoretically understand and practically implement the mathematical concepts of addition and subtraction. Based on findings from a pilot study, we categorized the game's 18 levels of difficulty into “challenging” (experimental group) and “matching” (control group) games. We aimed to investigate whether challenging games were more able than matching games to improve the students' motivation, flow experience, self-efficacy for technology, self-efficacy for science, feelings about the TPC game, and satisfaction with the learning approach. The findings showed that the students in the experimental group achieved better flow experience, learning performance, and satisfaction. 相似文献
8.
ABSTRACTIn an increasingly neoliberal Higher Education sector, there is increased pressure on institutions to enhance learner engagement and student satisfaction. Many academics believe that students expect their university learning experiences to be enjoyable, and discourses of game-based learning reflect this, with a dominant narrative highlighting the fun of educational games. Whether students expect learning to be fun or see a relationship between fun and games is under-explored. To address this, we investigated student perceptions of fun in Higher Education using a thematic network analysis based on data from 37 in-depth interviews with undergraduate students. Here, we highlight five themes that encapsulate what students perceive to be a fun learning experience: stimulating pedagogy; lecturer engagement; a safe learning space; shared experience; and a low-stress environment. These aspects are not unique to games, and we conclude by considering the relationship between educational games and fun, and alternative playful approaches. 相似文献
9.
Kristine Øygardslia 《Learning, Media and Technology》2018,43(1):85-100
While there are several positive outcomes from implementing game design in a formal learning context, there are also challenges that have to be considered in order to improve game-based learning. This is explored in the article, using the concepts of activity frames and stancetaking, focusing on the social organization of the game design activity. Building on video data from one 6th grade class and one 7th grade class designing computer games based on their social studies curriculum, this article shows that tensions arise when students fail to agree on what the activity they are doing is really about: The academic content and what students commonly perceive as school activities, or a game design activity informed by their leisure time. The main argument is that the students position themselves as students, game designers or characters, and that this may cause tensions in the students’ social interactions. 相似文献
10.
When using educational video games, particularly drill-and-practice video games, there are several ways of providing an answer to a quiz. The majority of paper-based options can be classified as being either multiple-choice or constructed-response. Therefore, in the process of creating an educational drill-and-practice video game, one fundamental question to be answered is which is the most appropriate response format? This paper answers this question, proposing a hybrid format that we call fine-grained multiple-choice, where the player constructs their response one element at a time, with each element chosen from a pre-defined set. A comparative study was conducted with second grade students. When comparing the impact of an educational drill-and-practice video game that uses multiple-choice with one that uses fine-grained multiple-choice, we observe that the fine-grained multiple-choice game achieved better results. However, the multiple-choice game was substantially more successful at capturing the students' interest and motivation. Considering the widespread use of the multiple-choice format in game-based learning activities, as well as in interactive activities, this research suggests rethinking what the most suitable answer format might be for each area of the curriculum and for the different types of games. 相似文献
11.
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
12.
Educational games are increasingly used in informal and formal educational settings for promoting active learning and gaining students’ interest in cognitively demanding subjects, such as programming. However, empirical studies that investigate the true impact of educational games on teaching and learning programming, especially to small aged students, are limited. This article presents the results of a pilot study that utilized the educational game Run Marco for teaching basic programming concepts to primary school students. Students’ performance was studied through specially designed worksheets, while their acceptance of the intervention was evaluated through a questionnaire that was based on the principles of the Technology Acceptance Model (TAM). The results of the pilot study showed that the educational game supported students in comprehending basic programming concepts, while the results regarding the acceptance of its usage in the learning process were quite positive. However, the game did not succeed in raising students’ interest as expected and further research is necessary in order to study the reasons for this fact and make informed choices on designing and utilizing such games. 相似文献
13.
Joe Psotka 《Interactive Learning Environments》2013,21(4):319-320
14.
The integration of digital game-based learning environment (DGBLE) enhanced by technology in recent years has been hampered by its complexity and difficulty in realistically addressing teachers’ instructional needs. The pedagogical gap between what teachers think a DGBLE can deliver and what DGBLE can actually offer remains substantial. To preliminarily address the gap, this present qualitative study adopted an end-user-development lens to understand how K-12 teachers as novice end users interpret and design game features in their DGBLEs. The design ideas, situated in teaching scientific subjects, were collected from 19 pre-service teachers in a public university in the United States by semi-structured interviews based on game features identified in the literature. The data analysis, grounded in the ARCS (attention, relevance, confidence, satisfaction) motivational design model, employed the direct content analysis method and revealed the distribution of motivational support among participants’ DGBLEs design ideas. The finding suggested that participants were more likely to incorporate intrinsic motivational support than extrinsic support in their design. This trend could compromise the motivational support of DGBLEs when students need additional extrinsic motives toward the end of learning processes. Further, the study illuminates the importance of incorporating end users’ perspectives early on in the DGBLE design process. 相似文献
15.
This study investigated whether competitive and noncompetitive educational mathematics computer games influence four‐ to seven‐year‐old boys’ and girls’ recall of game‐playing experience. A qualitative analysis was performed to investigate what preschool children may have learned through their selective recall of game‐playing experience. A difference emerged in six‐ to seven‐year‐old boys’ and girls’ recall after playing a competitive computer mathematics game, such that boys tended to first recall the consequence of ‘winning and losing’ whereas girls of the same age focused on ‘friendship among animated characters’ in the game. Thus, the qualitative results suggest the possibility that selective attention or selective recall might be partially influenced by gender schemas. Based on the recall sequences, educational noncompetitive computer mathematics games may lead to a better learning outcome for older boys. 相似文献
16.
Isabel Buil Sara Catalán Eva Martínez 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(1):297-311
This research draws on the self-system model of motivational development to explain how the use of business simulation games in class facilitates students’ engagement and enhances their learning. Based on a survey of 360 undergraduate students who played a business simulation game in a marketing course, the findings show that students’ perceptions of competence, autonomy, relatedness and self-efficacy have a positive impact on their cognitive, emotional and behavioural engagement. In addition, cognitive and emotional engagement have a positive influence on skills development and perceived learning. 相似文献
17.
国家开放大学作为最具影响力的在线教育类新型高校,在转型发展之际,实施《国家开放大学综合改革方案》提出提质创优的重要举措。在分析同类相关文献和结合实践调研的基础上,从六个维度提取20个开放教育学生在线学习满意度影响因素,通过社会科学统计软件优化分析最终选取14个关键影响因素,建立了基于邻接矩阵和可达矩阵的层级递归解释结构模型,进一步厘清开放教育影响因素之间的层级关系,为提高开放教育学生在线学习满意度分析提供了更符合实际的精准依据。对模型继续深入分析和研究发现:自我效能、学业情绪、师生互动、生生互动及学生与学习资源的互动等5个因素是在线学习满意度的直接影响因素,而教学能力和课程性质则是根源性的影响因素。因此,从提高开放大学办学质量、提高师资队伍建设和完善开放教育在线学习平台设计三个方面出发,设计出更为实用和全面的学生在线学习满意度评价体系。 相似文献
18.
Han-Yu Sung 《Interactive Learning Environments》2018,26(1):118-134
Researchers have recognized the potential of educational computer games in improving students’ learning engagement and outcomes; however, facilitating effective learning behaviors during the gaming process remains an important and challenging issue. In this paper, a collaborative knowledge construction strategy was incorporated into an educational computer game to facilitate students’ knowledge sharing and organizing during the game-based learning process. An experiment was conducted to examine the students’ learning behavioral patterns, group efficacy, and problem-solving awareness. The experimental results revealed that the proposed approach improved the students’ learning achievements and awareness of problem-solving. Moreover, from the analysis of the students’ behavior sequences, it was found that, with the collaborative knowledge construction mechanism, the students revealed significantly more aggressive learning behavioral patterns, such as “comparing and observing the learning targets” and “seeking clues and answers” during the gaming process. This implies that integrating the collaborative knowledge construction mechanism into the gaming process has great potential for helping students effectively learn and organize knowledge as well as fostering their awareness of applying the acquired knowledge to dealing with problems. 相似文献
19.
Marjee Chmiel 《Cultural Studies of Science Education》2012,7(4):807-812
This paper is a response to ??Challenges and Opportunities: Using a science-based video game in secondary school settings?? by Rachel Muehrer, Jennifer Jenson, Jeremy Friedberg, and Nicole Husain. The article highlights two critical areas that I argue require more research in the studies of video games in education. The first area focuses on the need to better understand how children interact with non-educational games, outside of the school setting. This includes issues such as ??gamer culture?? and game play styles. The better we understand these issues, the better educational game designers and implementers can imagine the kinds of behaviors that might be elicited from students when we bring educational games into their classroom. In this focus, the student is the unit of analysis, but it is the student in and out of the classroom: the way the student understands video games when she is at home, playing with friends, and at school. The second area focuses on the study of the classroom as a unit of analysis. As the authors of this study reveal, classroom cultures affect the reception and success of an educational game. This is to ask, how does a game play when students have to play it in pairs or groups for a lack of resources? What is the role of the teacher in the success of video game implementation? How does a game react to multiple server requests in a short period of time? These are issues that are still largely unexplored in the educational game design literature. 相似文献
20.
Drawing on the theories of symbolic interactionism, social constructivism, and flow, this research examines the integration of the electronic game of the World Food Programme of the UN “Food Force” in a unit on active citizenship and poverty eradication. The research was conducted in two ninth-grade classes of an urban high school in Cyprus. Data were collected from interviews with students and teachers (before and after the implementation), observations in the classroom, the reflective diary of the researcher, and two questionnaires for the students (before and after the implementation). Data analysis showed, among others, that the integration of the game reinforced the active participation of students in the course by evoking their interest and the creation of a “flow” state while using the game. Moreover, the game emerged as a tool for constructing an engaging learning experience through the interactions it supported and encouraged. The results highlight the importance of the use of computer games in education, especially in times that the pedagogical practices need urgent renewal in order to engage students in classroom settings. 相似文献