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1.
Sylke Vandercruysse Mieke Vandewaetere Frederik Cornillie Geraldine Clarebout 《Educational technology research and development : ETR & D》2013,61(6):927-950
Although educational games have become quite popular in recent research, only a limited number of studies have focused on the effectiveness of these games. While numerous claims have been made about the effectiveness of games, the studies that examine educational effectiveness often contain flaws resulting in unclear conclusions. One possible solution for these shortcomings is to focus on separate game elements rather than on games as a whole. A second solution is to take into account students’ perceptions of instruction as they are likely to affect students’ interpretations and learning outcomes. This study investigated whether the addition of the gaming element ‘competition’ to a computer-based language learning environment is related to students’ motivation, perceptions and learning outcomes. Additionally, this study probed into the effect of instruction, i.e., the instruction of a gaming or learning environment, on students’ perceptions of the environment, their motivation and learning outcomes. 83 students participated in this study, all working in a game-based learning environment for learning business English conversation skills. The results demonstrate that competition is not significantly related to students’ learning gains and only partly related to students’ motivation. Moreover, the majority of students perceived the environment as a learning environment, even when they were instructed to be playing in a gaming environment. To conclude this paper, the practical and theoretical implications for the fields of instructional design and educational games research are discussed. 相似文献
2.
The integration of learning games into schools holds significant promise, yet faces numerous obstacles. Ubiquitous games (casual games for smart phones) attempt to motivate students to engage repeatedly with content beyond school, while enabling teachers to facilitate deeper reflection on game-related curricula during class. During a two-year study, researchers developed four biology-themed UbiqGames and curricula. An analysis of gameplay patterns and posttest data suggests that both male and female students played the games. Correlation of content knowledge gains with specific game design attributes (e.g., simulation feedback and depth of content) suggested areas for further research on “casual” learning games. 相似文献
3.
Abstract This study investigates the effects on learning‐disabled students of embedding a drill and practice task within an arcade game‐like context. We identified 30 learning‐disabled and 30 nondisabled students who had conceptual understanding of addition but had not achieved automaticity in addition facts. We trained students on either a drill‐and‐practice game or an unadorned, straightforward drill (i.e., “plain vanilla") program. We assessed automaticity in three modes of responding—oral, computer keyboard, and written response. There was a significant interaction effect indicating that the learning‐disabled students were relatively disadvantaged by repeated practice in the game format. We infer learning‐disabled students' lower performance is attributed to attentional difficulties, particularly selective attention problems, when potentially distracting elements of a game environment are present. 相似文献
4.
In traditional teacher-centered mathematics instruction, students might show low learning motivation owing to the lack of applied contexts. Game-based learning has been recognized as a potential approach to addressing this issue; however, without proper alignment between the gaming and math-applied contexts, the benefits of game-based learning could be limited. Therefore, this study aims to develop a microworld-based educational game, which provides simulated contexts encouraging students to explore, discover, and solve practical problems using the mathematics knowledge gained in the class. A quasi-experimental design was implemented in the learning activity of the “Speedy World” unit in an elementary school mathematics course to examine the effectiveness of the proposed approach. A total of 107 sixth graders participated in the experiment. The experimental results showed that the students who learned with the microworld-based gaming approach had better learning achievement and motivation in the mathematics course than those who learned with the conventional technology-enhanced learning approach. In addition, the students also showed that they highly accepted the microworld-based game for learning mathematics. The findings of this study provide good evidence for the importance and necessity of associating authentic applied contexts with gaming contexts in developing computer educational games for mathematics. 相似文献
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6.
Technological advancements and growing dependence on media outlets as sources of information compete for the attention of individuals born in a rapidly expanding digital age. As a result, educators using traditional, nondigital teaching methods struggle with keeping students engaged in the classroom. The present study assessed the extent to which a digitally enhanced learning environment can improve student involvement in learning. A traditional behavioral statistics lecture was supplemented with Nintendo Wii video gaming to increase student content knowledge comprehension and engagement with course material. A mixed Analysis of Variance (ANOVA) revealed that those in the video gaming condition improved significantly more than those receiving traditional lecture only. This research suggests that students can learn difficult conceptual material (i.e., statistics) through more novel, interactive teaching methods. 相似文献
7.
ABSTRACTFacilitating students’ deep-strategy behaviors and positive learning performances of science inquiry is an important and challenging educational issue. In this study, a contextual science inquiry approach is proposed for developing a 3D experiential game to cope with this problem. To evaluate the impacts of the game on students’ science learning approaches, learning achievements and problem-solving awareness as well as the learning behavioral patterns of the students with different learning achievements, a quasi-experiment was conducted in an elementary school geoscience course. The participants were two classes of sixth graders. One class was the experimental group who learned with the 3D experiential game, and the other was the control group who learned with the conventional technology-enhanced learning approach. The experimental results showed that the students learning with the 3D experiential gaming system showed better learning achievements, problem-solving tendency, deep learning strategies, and deep learning motive than those who learned with the conventional technology-enhanced learning approach. Moreover, the higher-achievement students showed more behavioral patterns of deep learning strategies than the lower-achievement students. The findings of this study provide a good reference for helping lower-achievement students improve their learning performance. 相似文献
8.
Two studies investigated the relationship between, parental support, students’ motivational orientations, and students’ emotions
during homework. It was assumed that intrinsically motivated students would feel better when parents provided much learning
autonomy, while extrinsically motivated students would experience more positive affect when directive parental support was
given. In study I, students (N=181) reported their emotions after having read two vignettes (autonomy-supportive vs. directive
parental support). In study II, 38 students reported their motivation, the perceived quality of parental support, and their
emotions after each of 21 homework sessions. Results of extreme group comparisons (intrinsic vs. extrinsic motivation) partly
supported the assumed Aptitude-Treatment-Interaction: Even when students’ academic self-concept was controlled, extrinsically
motivated students tended to report more negative affect than intrinsically motivated students under autonomy-supportive conditions;
for directive parental support, the reverse trend was discovered. Consequences for homework interventions are discussed. 相似文献
9.
Simulated Sustainable Societies: Students’ Reflections on Creating Future Cities in Computer Games 总被引：1，自引：1，他引：0
The empirical study, in this article, involved 42 students (ages 14–15), who used the urban simulation computer game SimCity
4 to create models of sustainable future cities. The aim was to explore in what ways the simulated “real” worlds provided
by this game could be a potential facilitator for science learning contexts. The topic investigated is in what way interactions
in this gaming environment, and reflections about these interactions, can form a context where the students deal with real
world problems, and where they can contextualise and apply their scientific knowledge. Focus group interviews and video recordings
were used to gather data on students’ reflections on their cities, and on sustainable development. The findings indicate that
SimCity 4 actually contributes to creating meaningful educational situations in science classrooms, and that computer games
can constitute an important artefact that may facilitate contextualisation and make students’ use of science concepts and
theories more explicit. 相似文献
10.
Inneke Berghmans Lotte Michiels Sara Salmon Filip Dochy Katrien Struyven 《Learning Environments Research》2014,17(3):437-459
The present study aimed to shed light on students’ appraisal and reported learning gains in two differently-tutored learning environments (i.e. directively and facilitatively tutored). In order to investigate this, a quasi-experimental study was set up in the context of a clinical skills learning environment. Not only were participating students asked to rate their appraisal of the tutored learning environment, but they were also interviewed in-depth about their learning gains and experiences within both tutored learning environments. Results showed that directively-tutored students were more positive about the tutored learning environment. With regard to experienced learning gains, it was found that, although both groups of students experienced practical learning gains, only facilitatively-tutored students acknowledged gains in their clinical understanding. Also, in terms of deep-level learning and self-efficacy beliefs, different trends between both groups emerged. Finally, diverse approach-specific strengths and drawbacks were experienced by students. While directively-tutored students were generally more positive about their learning environment, facilitatively-tutored students were more critical about their peer tutors’ approach to tutoring because this led to a lack of clarity and overview. Nevertheless, these latter students reported more deep-level learning and thinking. The current results urge educators to take into account several practical implications, both with respect to peer tutors and to students. 相似文献
11.
This experimental study was intended to examine whether the integration of game characteristics in the OpenSimulator-supported virtual reality (VR) learning environment can improve mathematical achievement for elementary school students. In this pre- and posttest experimental comparison study, data were collected from 132 fourth graders through an achievement test. The same math problem-solving tasks were provided to the experimental and control groups in the VR learning setting. Tasks for the experimental group involved the game characteristics of challenges, a storyline, immediate rewards, and the integration of game-play in the learning content. Analysis of covariance with the achievement test results indicated a significant effect of game-based learning (GBL) in the VR environment, in comparison with non-GBL in the VR environment, in promoting math knowledge test performance. 相似文献
12.
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13.
Johanna Bluemink Raija Hämäläinen Tony Manninen Sanna Järvelä 《Interactive Learning Environments》2013,21(4):365-383
In this study, the aim was to examine how small-group collaboration is shaped by individuals interacting in a virtual multiplayer game. The data were collected from a design experiment in which six randomly divided groups of four university students played a voice-enhanced game lasting about 1 h. The ‘eScape’ game was a social action adventure developed as a part of the study. In the analysis of the video data, students' discourse functions during the game were analysed with content analytic methods for studying the nature of their interaction. An effort was made to analyse the data on both group and individual levels, and therefore the participants' prior social ties and experience in gaming were studied as well. The results showed that the students' main discourse functions in their conversation were Question, Content Statement, Instruction or Order and Response. It was found that individual students, especially those with prior knowledge of gaming or prior social ties, can have a major impact on the social interaction and the outcome of collaboration. It can be concluded that the eScape game allowed the students to engage in true and constructive collaborative activity, and in the future multiplayer games could be used, for example, to promote group cohesion and development, when employed in a pedagogically meaningful manner. 相似文献
14.
Chia-Jung Wu Gwo-Dong Chen Chi-Wen Huang 《Educational technology research and development : ETR & D》2014,62(2):209-226
EFL learners in Taiwan have a low-level communication ability because many learners are still not provided opportunities to use language for genuine communication in classrooms and receive insufficient language input due to the environment. This study examines the use of digital board game language learning set in a task-collaborative platform, digital learning playground, designed for classroom learning. This study investigates whether communicative skills and intrinsic motivation could be improved by seeing relevant context and receiving adequate practice through gaming. Ninety-six high school Taiwanese students (n = 96), who were randomly assigned to an ordinary instruction group, a board game language-learning group, or a digital board game language-learning group, engaged in a 50-min English class. Analysis of covariance was used for comparing learning performance through a speaking test between the three groups. A modified intrinsic motivation inventory was conducted to assess learners’ perceptions of learning experience and an interview was held for details. The quantitative data presents a higher learning performance for the instruction set at digital learning playground. The qualitative data confirms computerized simulation adapted from board game entails context-relevant immersion, encouraging communication and efficient game instruction management for EFL language learning. 相似文献
15.
Atwood-Blaine Dana Huffman Douglas 《International Journal of Science and Mathematics Education》2017,15(1):45-65
This article explores the impact of an augmented reality iPad-based mobile game, called The Great STEM Caper, on students’ interaction at a science center. An open-source, location-based game platform called ARIS (i.e. Augmented Reality and Interactive Storytelling) was used to create an iPad-based mobile game. The game used QR scan codes and a challenge-based game structure to encourage engagement in science. Participants wore head-mounted GoPro cameras to record interactions within the physical and social environment. The purpose of this research was to study the impact of a mobile game on student interactions in a science center. Gender differences in gameplay behaviors and perceptions were compared. The study included a quasi-experimental design with two groups: one group that played the iPad mobile game during their science center visit, and one group that explored the science center in a traditional free exploration manner. Video data from the GoPro cameras provided examination of the different ways students interacted with the science center. The female students outperformed the male students on every measure of the iPad game achievement. Lazzaro’s (2004) four types of fun was used to describe the gender differences in game perceptions and interactions. Females tended to enjoy hard fun and collaborative people fun, while males enjoyed easy fun and competitive people fun. The females tended to be more goal-oriented, persistent in the face of difficulty, and appreciative of hard fun. The results of this study have implications for the design of mobile-based gaming technology to encourage interaction in an informal science center setting. 相似文献
16.
Sasha A. Barab Troy D. Sadler Conan Heiselt Daniel Hickey Steven Zuiker 《Journal of Science Education and Technology》2010,19(4):387-407
In this paper we describe our research using a multi-user virtual environment, Quest Atlantis, to embed fourth grade students in an aquatic habitat simulation. Specifically targeted towards engaging students in a rich
inquiry investigation, we layered a socio-scientific narrative and an interactive rule set into a multi-user virtual environment
gaming engine to establish a virtual world through which students learned about science inquiry, water quality concepts, and
the challenges in balancing scientific and socio-economic factors. Overall, students were clearly engaged, participated in
rich scientific discourse, submitted quality work, and learned science content. Further, through participation in this narrative,
students developed a rich perceptual, conceptual, and ethical understanding of science. This study suggests that multi-user
virtual worlds can be effectively leveraged to support academic content learning. 相似文献
17.
Sasha A. Barab Troy D. Sadler Conan Heiselt Daniel Hickey Steven Zuiker 《Journal of Science Education and Technology》2007,16(1):59-82
In this paper we describe our research using a multi-user virtual environment, Quest Atlantis, to embed fourth grade students in an aquatic habitat simulation. Specifically targeted towards engaging students in a rich
inquiry investigation, we layered a socio-scientific narrative and an interactive rule set into a multi-user virtual environment
gaming engine to establish a virtual world through which students learned about science inquiry, water quality concepts, and
the challenges in balancing scientific and socio-economic factors. Overall, students were clearly engaged, participated in
rich scientific discourse, submitted quality work, and learned science content. Further, through participation in this narrative,
students developed a rich perceptual, conceptual, and ethical understanding of science. This study suggests that multi-user
virtual worlds can be effectively leveraged to support academic content learning. 相似文献
18.
The use of digital games as an instructional tool has garnered increasing attention in the education community. Empirical work supported by theory on the learning affordances of digital games allowed the game-based learning community to arrive at the consensus that digital games provide an excellent medium for the acquisition of skills and the exploration of concepts. The field, however, lacks research on how best to teach with games. For example, an unanswered question is whether gameplay should take place before instruction, after instruction, or integrated throughout in order to maximize the effectiveness of the game. To answer this question, a study was conducted with 103 middle school students who either played a digital game designed to teach algebraic concepts before receiving formal instruction, received formal instruction before playing the game, or received formal instruction intermittently during their gameplay session. The results indicate while on average all participants showed improvement in terms of learning, those who played the game before receiving instruction showed significant improvement. These results provide evidence supporting the theory that games are effective when used as an advanced organization tool. 相似文献
19.
Chih-Hsiung Tu Cherng-Jyh Yen Laura Sujo-Montes Gayle A. Roberts 《Educational Media International》2015,52(3):155-172
Gamification is the use of game mechanics to drive game-like engagements and actions. It applies game mechanics, dynamics and frameworks to promote desired learning behaviours. Positive and effective gamification could enhance learning and engage learners in more social and context-rich decision-making for problem-solving in learning tasks. Effective gamification design should understand the game personalities of learners, social engagement styles, and intrinsic- and extrinsic-motivated user styles initially and evaluate and select appropriate game mechanics, game dynamics, to create ideal gamification instructions. The research question this study investigated is: How will four types of gaming personalities (i.e. Explorer, Socialiser, Killer and Achiever) predict the level of game dynamics in online discussion environments? This study concluded that examining how gaming personalities relate to game dynamics in a gamified online discussion instruction is not sufficient to design effective gamification. It suggests future studies in game instructions should focus on the relationships between game dynamics, gamification contexts, gaming personalities or preferences, dynamic gaming engagement styles, etc. 相似文献
20.
《Journal of moral education》2012,41(2):201-224
The purpose of this study was to examine how moral reasoning develops for 236 students enrolled in either a diversity course or a management course. These courses were compared based on the level of diversity inclusion and type of pedagogy employed in the classroom. We used causal modelling to compare the two types of courses, controlling for the effects of demographic (i.e., race, gender), curricular (i.e., previous course-related diversity learning) and pedagogical (i.e., active learning) covariates. Results showed that students enrolled in the diversity course demonstrated higher levels of moral reasoning than students enrolled in the management course. In addition, results show that previous diversity courses as well as current enrolment in a diversity course contributed to moral reasoning gains. Implications are discussed. 相似文献