共查询到20条相似文献，搜索用时 46 毫秒
1.
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
2.
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
3.
Various aspects of computational thinking (CT) could be supported by educational contexts such as simulations and video-games construction. In this field study, potential differences in student motivation and learning were empirically examined through students’ code. For this purpose, we performed a teaching intervention that took place over five weeks, with two-hour sessions per week, plus two more weeks for the pretest and post-test projects. Students were taught programming concepts through a science project; one group represented the function of a basic electric circuit by creating a simulation, while the other group represented the same function by creating a video game in which a player should achieve a score in order to win. Video game construction resulted in projects with higher CT skills and more primitives, as measured through projects’ code analysis. Moreover, the video-game context seems to better motivate students for future engagement with computing activities. 相似文献
4.
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
5.
Hui-Chun Chu Shao-Chen Chang 《Educational technology research and development : ETR & D》2014,62(2):147-161
Although educational computer games have been recognized as being a promising approach, previous studies have indicated that, without supportive models, students might only show temporary interest during the game-based learning process, and their learning performance is often not as good as expected. Therefore, in this paper, a two-tier test approach is proposed for developing educational computer games. To evaluate the performance of the proposed approach, a role-playing game was developed and an experiment was conducted on the “migratory bird identification” unit of an elementary school natural science course. Two classes of fifth graders participated in the experiment. One class was the experimental group who learned with the proposed game-based learning approach. The other class was the control group who learned with the conventional e-learning approach. The experimental results showed that the proposed approach not only significantly promoted the students’ learning motivation, but also improved their learning achievements. Moreover, it was found that the students who learned with the educational computer game showed significantly higher technology acceptance degree than those who learned with the conventional e-learning approach. Accordingly, it is concluded that the proposed digital game-based learning approach is effective. 相似文献
6.
Joe Psotka 《Interactive Learning Environments》2013,21(4):319-320
7.
目前利用编程教学培养计算思维已经取得共识,人工智能案例驱动的编程教学解决了单纯的编程教学枯燥乏味、难以激发学生兴趣的难题。依据人工智能案例驱动的编程教学理念,在分析计算思维、Python、人工智能案例三者关系的基础上,提出了人工智能案例驱动的Python编程教学培养高中生计算思维的教学模型。以"有声小说"为人工智能案例驱动的Python编程教学案例,进行了具体的教学设计。研究采用准实验研究法,通过三个月的跟踪观察,辅以作品分析、学习成绩分析和访谈来考察人工智能案例驱动的Python编程教学对学生计算思维的影响。研究表明,人工智能案例驱动的Python编程教学对高中生计算思维的培养具有显著的促进作用。基于研究结果,提出了以下六条实施建议:要厘清教学内容、教学方式及教学目标之间的关系;关注所教知识背后的思维、方法与观念;引导学生对核心概念的理解与迁移;精讲知识并注重能力的培养;关注个体差异并循序渐进;重视情境对于学习的重要性。 相似文献
8.
Apostolos Mavridis Aikaterini Katmada Thrasyvoulos Tsiatsos 《Educational technology research and development : ETR & D》2017,65(6):1451-1470
This study examined the effects of using an online flexible educational game on students’ attitude towards mathematics as compared to the traditional method of solving mathematical problems. Moreover, the study assessed the learning effectiveness of the game and investigated potential gender differences in the game’s effectiveness on changing students’ attitude. The participants of the study were 79 students who were randomly assigned to a control and treatment group, as well as four coordinator teachers. The game was configurable and it was used as a supplementary teaching method. The intervention lasted 14 weeks and the data collection was based on quantitative measures and interviews. The results of the analysis indicated that the game approach was effective on improving students’ attitude towards mathematics and that it also resulted in better learning outcomes in the treatment group as compared to that of the control group. Furthermore, it was shown that the gender of the students did not influence the positive effect of the game on students’ attitude. These results suggest that the incorporation of flexible games into the traditional teaching of mathematics could possibly bring beneficial effects. 相似文献
9.
幼儿时期是语言发展的黄金时期,将游戏运用于幼儿园语言教学,能激发幼儿学习兴趣,调动幼儿学习的积极性,提高语言教学效果。在幼儿园语言教学中,教师要更新教育观念,优化游戏方案设计;善于观察思考,开发游戏教学资源;尊重理解幼儿,科学指导游戏过程;注重教学评价,促进幼儿全面发展。 相似文献
10.
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
11.
Chung-Yuan Hsu 《Interactive Learning Environments》2013,21(2):104-115
Educational researchers have indicated that although computer games have the potential to promote students’ motivation and engagement, the work on how to design effective games that fulfil educational purposes is still in its infancy. This study aimed to examine how integration of self-explanation into a computer game affected primary schoolers’ acquisition of light and shadow concepts. The participants were randomly assigned to either an experimental group or a control group and played a computer game with or without self-explanation prompts individually as a treatment. Students’ conceptual understanding was evaluated through a pretest and a posttest administered right after the treatment. The results revealed that by controlling the pretest scores, students who played the game with self-explanation features did not outperform those who played the game without any prompts in the posttest. Further analyses of the experimental group students’ responses to the self-explanation prompts also indicated that the students with more correct responses to the prompts did not perform better than those with lower accuracy rates. The deficits in the use of self-explanation prompts are identified, and possible improvements to enhance the function of self-explanation in educational games are proposed. 相似文献
12.
Computer games are quickly gaining momentum by enabling new approaches to teaching and learning experience for programming courses in K-12 curriculum. However, it remains unclear if the game interface and elements created by using three-dimensional (3D) virtual worlds combined with visual programming languages or a visual programming environment can affect students’ learning performance. This quasi-experimental study presents evidence about how a game can assist boys and girls to gain a greater understanding on skills related to CT for developing, implementing and transforming their solution plans into code based on their computational problem-solving strategies. A total of fifty (n?=?50) high school students who volunteered to participate in this study divided into a control group (n?=?25) and an experimental (n?=?25) group that used Scratch and OpenSim with the Scratch4SL palette, respectively to propose their solutions for the same problem-solving tasks via a simulation game. The study findings indicate substantial differences and important points of view about students’ learning performance by assessing their computational problem-solving strategies. Students from the experimental group performed significantly better both in measures of problem-solving and algorithmic thinking. Mean scores on post-questionnaires from the experimental group revealed improvements higher than their control group counterparts in two aspects. First, students of the former group created more complete computational instructions with rules to be specified and delivered the learning goals. Second, students of the same group proposed and applied more correct computational concepts and practices in code. Finally, this study discusses the implications for designing learning experiences using OpenSim with Scratch4SL. 相似文献
13.
14.
Emmanuel Fokides 《Education and Information Technologies》2018,23(2):851-867
The study presents the results of a project in which a series of digital games were used for teaching Mathematics to first, fourth, and sixth-grade primary school students (ages 6–7, 8–9, and 11–12). Mathematics was selected as the teaching subject because of the difficulties students face in understanding basic math concepts. Although digital games are used quite extensively for educational purposes, they are scarcely used for teaching Mathematics. The games were developed by the classes' teachers using Microsoft's Kodu Game Lab. The learning outcomes were compared to two other groups of students. The first was taught using the model proposed by Driver and Oldham while the second was taught conventionally. Data was collected using questionnaires and evaluation sheets. A total of 201 students participated in the study coming from three schools in Athens, Greece. Results indicated that students in the games group outperformed, in most cases, students in the other groups. Students' views for the games were highly positive. The implications for software engineers and education administrators are also discussed. 相似文献
15.
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16.
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
17.
Teodoro Rudolphi-Solero Rocio Lorenzo-Alvarez Miguel J. Ruiz-Gomez Francisco Sendra-Portero 《Anatomical sciences education》2022,15(5):863-876
Competitive game-based learning within Second Life enables effective teaching of basic radiological anatomy and radiological signs to medical students, with good acceptance and results when students participate voluntarily, but unknown in a compulsory context. The objectives of this study were to reproduce a competitive online game based on self-guided presentations and multiple-choice tests in a mandatory format, to evaluate its development and student perceptions compared to a voluntary edition in 2015 (N = 90). In 2016 and 2017, respectively, 191 and 182 third-year medical students participated in the game as a mandatory course activity. The mean (±SD) score of the game was 74.7% (±19.5%) in 2015, 71.2% (±21.5%) in 2016, and 67.5% (±21.5%) in 2017 (P < 0.01). Participants valued positively the organization and educational contents but found the virtual world less attractive and the game less interesting than in the voluntary edition. The experience globally was rated with 8.2 (±1.5), 7.8 (±1.5), and 7.1 (±1.7) mean points (±SD) in a ten-point scale, in the 2015, 2016, and 2017 editions, respectively (P < 0.05). Competitive learning games within virtual worlds like Second Life have great learning potential in radiology, but the mean score in the game decreased, acceptance of virtual world technology was lower, and opinion about the game was worse with a compulsory participation, and even worse when dropouts were not allowed. Under the conditions in which this study was conducted, learning games in three-dimensional virtual environments should be voluntary to maintain adequate motivation and engagement of medical students. 相似文献
18.
在体育教学中引入游戏教学,能激发学生学习兴趣,调动学生学习的积极性和主动性,培养学生的创造力和想象力,提高教学质量。教师要结合学生个体发展和教学实际情况,科学合理地开展游戏教学,营造轻松、愉悦、活泼、有吸引力的体育教学氛围。文章结合教学实践,对加强体育游戏教学打造高效快乐课堂进行探究。 相似文献
19.
Gwo-Jen Hwang Chun-Ming Hung Nian-Shing Chen 《Educational technology research and development : ETR & D》2014,62(2):129-145
In this study, a peer assessment-based game development approach is proposed for improving students’ learning achievements, motivations and problem-solving skills. An experiment has been conducted to evaluate the effectiveness of the proposed approach in a science course at an elementary school. A total of 167 sixth graders participated in the experiment, 82 of whom were assigned to the experimental group and learned with the peer assessment-based game development approach, while 85 students were in the control group and learned with the conventional game development approach. From the empirical results, it was found that the proposed approach could effectively promote students’ learning achievement, learning motivation, problem-solving skills, as well as their perceptions of the use of educational computer games. Moreover, it was found from the open-ended questions that most of the students perceived peer assessment-based game development as an effective learning strategy that helped them improve their deep learning status in terms of “in-depth thinking,” “creativity,” and “motivation.” 相似文献
20.
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