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1.
This study examined the role of formative and summative assessment in instructional video games on student learning and engagement. A 2 (formative feedback: present vs absent) × 2 (summative feedback: present vs absent) factorial design with an offset control (recorded lecture) was conducted to explore the impacts of assessment in video games. A total of 172 undergraduates were randomly assigned to one of four instructional video game conditions or the control. Results found that knowledge significantly increased from the pretest for players in all game conditions. Participants in summative assessment conditions learned more than players without summative assessment. In terms of engagement outcomes, formative assessment conditions did not significantly produce better learning engagement outcomes than conditions without formative assessment. However, summative assessment conditions were associated with higher temporal disassociation than non-summative conditions. Implications for future instructional video game development and testing are discussed in the paper.  相似文献   

2.
This study explored the design and implementation of the Cover-up and Un-cover games, two manipulative-based fraction games, in 14 fifth-grade classrooms. We examined how the fraction concepts were integrated into the game design and explored the nature of teacher-student interactions during games using lesson videos. Our examination showed that interactions focused on game progress, rules, and turn taking with little exploration of strategies or the underlying mathematics. To compare the quality of teacher-student interactions during games with interaction quality during other instructional activities, we coded 5 videotaped lessons from each of the 14 classrooms. Statistical results from a dependent t test indicated that teacher-student interactions were of statistically significant lower quality during games than during non-game segments with similar instructional purpose. Teachers might benefit from additional curriculum support and training to implement games as rich mathematical learning opportunities.  相似文献   

3.
Boys show a stronger preference for digital entertainment games than girls. For this reason, it may be that game-based learning is more acceptable to boys than to girls. Yet game-based learning might improve the performance of both boys and girls, depending upon the instructional design. In a quasi-experimental study with a secret-trail game, effects were examined on students' subject-matter knowledge. Analysis of covariance revealed that both boys and girls of the game intervention group showed a higher test performance, compared to students of the control group. However, different game activities mediated this effect of the secret-trail game on performance: girls seemed to profit more from searching the Internet to complete assignments and boys from competing with others. The performance of both boys and girls was negatively influenced by technical problems. The results are discussed within the framework of gender-inclusive game design.  相似文献   

4.
Abstract

Although many educators theorize that instructional games are effective for providing students with motivating practice, research on instructional gaming is inconclusive. The purpose of this study was to determine the effect on motivation and performance of using an instructional game. The effect of using a supplemental reading on motivation and performance was also examined. We randomly assigned 75 undergraduates to one of two treatments after they had attended a lecture on the information-processing model of learning. The subjects in one treatment group used an instructional board game to practice the material presented in the lecture, while those in the other group practiced using a traditional worksheet. Results indicated that using the instructional game significantly affected the four motivational components of attention, relevance, confidence, and satisfaction. The instructional game did not influence performance. The results also suggested that the subjects who reported completion of a supplemental reading had significantly better performance and confidence than did the subjects who reported that they had not completed the reading. Implications for the design of practice are discussed.  相似文献   

5.
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   

6.
This study examined undergraduate and graduate students’ perceptions of the impact of in-class learning activities, out-of-class learning activities, and instructional materials on their learning. Using survey methodology, students anonymously assessed their perceptions of in-class activities, out-of-class activities, and instructional materials as most impactful, helpful, and enjoyable to their learning. Undergraduate college students found Jeopardy games, PowerPoint slides, and checking for understanding/review questions to be most helpful, while 50% often perceived Jeopardy games, Poll Everywhere, videos, and PowerPoint slides as enjoyable active learning strategies. Graduate students perceived small groups, out-of-class writing assignments, and Lino as most helpful to their learning. Additionally, an analysis of student comments about why these strategies were impactful, helpful, and enjoyable revealed 4 themes: fun, learning collaboratively, challenging but helpful, and variety in how students learn. Creating a learner-centered environment that is engaging as well as enjoyable for students positively impacts perceptions of students’ learning, which should encourage teachers to adopt this approach in their own college classrooms.  相似文献   

7.
When combining the increasing use of online educational environments, the push to use serious video games and the lack of research on the effectiveness of online learning environments and video games, there is a clear need for further investigation into the use of serious video games in an online format. A mix methods model was used to triangulate statistical and qualitative findings on student performance, completion time, student intrinsic motivation, as well as desirable, undesirable, helpful and hindering aspects of serious game‐based and nongame‐based courses. Students in the game‐based course were found to have performed significantly better and to have taken significantly longer. Students and teachers in the game‐based course provided more reasons for student motivation along with more desirable, more helpful and less hindering aspects compared to students and teachers in the non‐game‐based course. In addition, students and teachers in both courses provided an equal number of undesirable aspects. The results from this study inform instructional designers, teachers, education stakeholders and educational game designers by providing research‐based evidence related to the learning experiences and outcomes of the serious game‐based online course.  相似文献   

8.
Serious games are becoming increasingly popular due to their association with increased learning outcomes when compared to traditional self-regulated learning activities. However, the majority of research examining the outcomes of serious games has focused almost exclusively on learning outcomes. This has resulted in a lack of research examining why these types of games result in increased positive outcomes, such as engagement or performance. This study seeks to address this gap in existing research by examining the relationship between game difficulty and participants’ engagement, performance and self-efficacy in a Pacman style maze navigation game. This required the use of hidden difficulty variations which participants were randomly assigned. Participants engaged with the game over a 5-days practice period. Results from this study suggest that difficulty plays a considerable role in influencing participants’ self-efficacy for the task. Self-efficacy has been consistently linked to positive outcomes such as increased engagement and performance. This highlights the importance of difficulty as a game design factor as well as providing an insight into the manner in which serious games could be further refined in order to increase user’s self-efficacy and associated positive outcomes. Implications for future serious games and self-efficacy research are discussed.  相似文献   

9.
This study examined how 498 elementary and secondary educators use student response systems in their instruction. The teachers all completed an online questionnaire designed to learn about their goals for using response systems, the instructional strategies they employ when using the system, and the perceived effects of response systems. Participants in the study tended to use similar instructional strategies when using the technology as have been reported in higher education. These include posing questions to check for student understanding and diagnose student difficulties, sharing a display of student responses for all to see, asking students to discuss or rethink answers, and using feedback from responses to adjust instruction. A latent class analysis of the data yielded four profiles of teacher use based on frequency of use and breadth of instructional strategies employed. Teachers who used the technology most frequently and who employed broadest array of strategies were more likely to have received professional development in instructional strategies and to perceive the technology as more effective with students.  相似文献   

10.
Achieving sustained student engagement with practice in computer-based writing strategy training can be a challenge. One potential solution is to foster engagement by embedding practice in educational games; yet there is currently little research comparing the effectiveness of game-based practice versus more traditional forms of practice. In this study, the ARCS model (Keller, Perform Instr 26(8):1–7, 1987b) was used to investigate the motivational characteristics of different practice conditions. To this end, 175 students were randomly assigned to one of four experimental conditions: game-based, question-based, model-based, and writing-based practice. All students first learned strategies to write an essay introduction. Subsequently, students practiced using the strategies in the four different conditions. Game-based practice was expected to positively affect ARCS-related motivation toward practice. Results showed that students perceived game-based practice as significantly more interesting and engaging than question-based practice. However, although game-based practice was perceived more positively, only model-based and question-based practice demonstrated a beneficial impact on students’ ability to implement the writing strategies. These results underline the necessity of interconnecting motivational and instructional design when developing practice methods for computer-based writing strategy training.  相似文献   

11.
Computer and video games are a prevalent form of entertainment in which the purpose of the design is to engage players. Game designers incorporate a number of strategies and tactics for engaging players in “gameplay.” These strategies and tactics may provide instructional designers with new methods for engaging learners. This investigation presents a review of game design strategies and the implications of appropriating these strategies for instructional design. Specifically, this study presents an overview of the trajectory of player positioning or point of view, the role of narrative, and methods of interactive design. A comparison of engagement strategies in popular games and characteristics of engaged learning is also presented to examine how strategies of game design might be integrated into the existing framework of engaged learning. The preparation of this article was supported in part by the Proctor & Gamble Interactive Media Fellows grant. The ideas expressed in this paper do not necessarily reflect the position of the grant agency. R Thanks to the ETR&D Development Editor, J. Michael Spector, and the reviewers for their insightful comments and suggestions. Thanks, too, to John C. Belland and Keith A. Hall for their advice and mentoring.  相似文献   

12.
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13.
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   

14.
This study is a secondary analysis of six previous studies that formed part of an ongoing research program focused on examining the benefits of using writing-to-learn strategies within science classrooms. The study is an attempt to make broader generalizations than those based on individual studies, given limitations related to sample sizes, topics, and classroom contexts. The results indicated that using writing-to-learn strategies was advantageous for students compared to those students working with more traditional science writing approaches. Using diversified types of writing enabled students in treatment groups to score significantly better on conceptual questions and total test scores than those in comparison groups. Importantly, when the cognitive demand of the question is increased from an extended recall to a design type question, there are significant performance differences between comparison and treatment groups in favour of treatment. The authors argue that the use of writing-to-learn strategies requires students to re-represent their knowledge in different forms and, as such, greater learning opportunities exist. Traditional writing strategies tend to favour replication of knowledge rather than re-representation knowledge.  相似文献   

15.
This paper reports on a study that examined the cumulative effects on students’ learning of science, and perceptions of the role of writing in learning, when the students engaged in multiple writing tasks with planning strategy support. The study was conducted with Year 10 biology students who completed two consecutive units on Cells and Molecular Biology. A mixed method study was implemented using a pre-/post-test design with a focus on student performance on higher order conceptual questions, and semi-structured interviews with treatment students after the completion of each unit of study. Results from the quantitative component indicated that multiple, non-conventional writing had a significant benefit in helping students learn Molecular Biology. The results for the Cell unit were not so conclusive suggesting the strategies are most useful for novel content. The interviews with students demonstrated that they understood and engaged successfully with both the conceptual and linguistic demands of the tasks. These findings, taken as a whole, confirm that multiple writing tasks can support effective student learning, provided various pedagogical conditions are met.  相似文献   

16.
While researchers are examining the role of playing games to learn, others are looking at using game design as an instructional tool. However, game-design software may require additional time to train both teachers and students. In this article, the authors discuss the use of Microsoft PowerPoint as a tool for game-design instruction and the philosophical justifications for its use. They examine the research that has been conducted using homemade PowerPoint games in the classroom and detail how the implementation of the games has evolved in a manner that reflects the Technological Pedagogical Content Knowledge framework.  相似文献   

17.
This paper describes results from field testing of middle-school math formative assessments alongside professional development and instructional resources. We employed a randomised, controlled design to address the question: Does using our formative assessment strategies improve student performance on assessments of key mathematical ideas relative to a comparison group? This study also provided data on the instructional sensitivity of the assessments, which is part of the validation needed for formative assessments. Teachers were recruited from two districts and seven middle schools. Nineteen treatment and 17 comparison group teachers and their students were included in study analyses. Scores on extended response and short-answer questions indicated that students in the treatment group performed better than students in the comparison group who received the formative assessments alone. These findings demonstrate both the feasibility and value of including performance task-types in a brief assessment context.  相似文献   

18.
Digital games have typically been considered a male leisure activity; however, recent statistics indicate that increasing numbers of females are now playing games. The purpose of this review is to investigate how the influx of girl gamers and the emergence of female‐oriented game design can inform instructional design for the construction of interactive learning environments. This review presents an overview of digital games and gender, an outline of girl games and ‘pink’ software, a discussion of the controversy of girl games, and a review and discussion of the research and implications of female‐oriented game design for instructional design. The goal of this review is to examine the influx of girl gamers into a male pastime and to analyse the implications of this for the design of interactive learning environments.  相似文献   

19.
In an effort to engage children in mathematics learning, many primary teachers use mathematical games and activities. Games have been employed for drill and practice, warm-up activities and rewards. The effectiveness of games as a pedagogical tool requires further examination if games are to be employed for the teaching of mathematical concepts. This paper reports research that compared the effectiveness of non-digital games with non-game but engaging activities as pedagogical tools for promoting mathematical learning. In the classrooms that played games, the effects of adding teacher-led whole class discussion was explored. The research was conducted with 10?C12-year-old children in eight classrooms in three Australian primary schools, using differing instructional approaches to teach multiplication and division of decimals. A quasi-experimental design with pre-test, post-test and delayed post-test was employed, and the effects of the interventions were measured by the children??s written test performance. Test results indicated lesser gains in learning in game playing situations versus non-game activities and that teacher-led discussions during and following the game playing did not improve children??s learning. The finding that these games did not help children demonstrate a mathematical understanding of concepts under test conditions suggests that educators should carefully consider the application and appropriateness of games before employing them as a vehicle for introducing mathematical concepts.  相似文献   

20.
三维情境式教育游戏软件的设计与案例研究   总被引：2，自引：0，他引：2  
目前教育游戏"娱教分离"的问题还比较严重。文章结合情境认知理论,提出情境式教育游戏的理念,尝试利用虚拟现实技术创设适合学习者探究的游戏化学习情境以激发学习者的动机和探究兴趣。文章对情境式教育游戏软件的设计和开发要点进行了详细的阐述,并概要介绍了该研究设计的游戏案例,试用效果表明学习者对情境式教育游戏有着较高的认同度,将结构化的知识融入到情境式教育游戏中是可行的。  相似文献   

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