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“Games are made for fun”: Lessons on the effects of concept maps in the classroom use of computer games
Abstract
Does using a computer game improve students’ motivation to learn classroom material? The current study examined students’ motivation to learn history concepts while playing a commercial, off-the-shelf computer game, Civilization III. The study examined the effect of using conceptual scaffolds to accompany game play. Students from three ninth-grade classrooms were assigned to one of three groups: one group used an expert generated concept map, one group constructed their own concept maps, and a control group used no map. It was predicted that the use of concept maps would enhance the educational value of the game playing activity, in particular students’ motivational levels; however, the opposite happened. Students who used a concept map showed lower motivation on the task relative to their baseline motivation for regular classroom instruction. In contrast, the levels of motivation in playing the game, for students in the control group, met or exceeded their levels of motivation during regular classroom instruction. These results suggest that using a conceptual scaffold can decrease students’ motivation to learn classroom material through game play, perhaps because conceptual maps can (a) focus students’ attention on the difficulty of learning the concepts and on the extrinsic rewards for playing the game and (b) make game play less autonomous, less creative, and less active. All of these can negate the primary property that provides playing its principal potential pedagogical power: fun.
... According to Alalwan et al. (2020), students' attention may shift to other elements rather than the learning content in the ARLE, which might result in simply watching the learning material superficially and failing to achieve deep learning. Furthermore, researchers implied that the lack of additional learning scaffolding when involving novel technology in the learning process tends to confuse students, increasing their cognitive load and decreasing their learning motivation (Charsky & Ressler, 2011). Therefore, appropriate pedagogical strategies should be integrated into AR interventions, as suggested by Garzón and Acevedo (2019). ...
... Among the literature, some scholars argue that the concept map strategy can avoid the extraneous processing of learning content and reduce cognitive load since it has a much simpler grammatical structure than sentences in natural language (Schroeder et al., 2018). In contrast, other researchers assert that constructing concept maps imposes a cognitive load on learners and may even inhibit the effectiveness of the strategies (Charsky & Ressler, 2011). These mixed results lead to our second research question: RQ2: How does the concept map strategy influence students' cognitive load in an ARLE? ...
In science education, the abstraction and complexity of scientific concepts are usually stumbling blocks that prevent students from learning science. Recently, augmented reality (AR) has offered transformative potential to support scientific concept learning by visualizing scientific phenomena and enhancing students' experiences. However, the lack of appropriate pedagogical scaffolds might not ensure effective learning in the AR learning environment (ARLE). In this study, we developed an AR-based learning tool (PeachBlossom) to support students' scientific concept learning and integrated the concept map strategy into AR learning activities. We conducted a quasi-experiment to examine the educational effectiveness of the concept map strategy on students' mental models and cognitive load in an ARLE. Eighty-five seventh graders (aged 12–14) from Central China were assigned into two groups (AR and AR with a concept map [ARCM]). The results showed that when considering students' prior mental models, the positive effect of the concept map strategy was found only in students with low and medium levels of prior mental models. In addition, the concept map strategy reduced students' mental effort but did not significantly affect students' mental load. This study emphasises the importance of considering students' prior mental models when implementing the concept map strategy in ARLEs.
... Among these, concept mapping is the knowledge organizer to help students summarize knowledge by organizing relationships between concepts (Novak, 2010;Novak & Gowin, 1984), facilitating the integration of new and existing knowledge, and promoting meaningful learning (Eshuis et al., 2022;Hwang et al., 2020). However, adding concept mapping directly to games without using other strategic interventions may divert students' attention and lower learning quality (Charsky & Ressler, 2011). It also would be difficult for students with less basic knowledge to engage in the concept mappingbased context (García et al., 2021), leading to high cognitive load. ...
... Stoyanova and Kommers (2002) suggested that collaborative concept maps have great potential to help students reduce the cognitive load of individually constructed concept maps. Concept mapping tasks or individual concept mapping can make students feel too much pressure and reduce their interest (Charsky & Ressler, 2011). The free concept mapping task requires a high level of knowledge construction. ...
Digital game-based learning is a student-centered learning environment that influences learning success and learning motivation. Whereas, a poorly designed instructional game will impair learning. Through extensive knowledge construction and high engagement, collaborative concept mapping strategies have the potential to address above problems. Simultaneously, the first principles of instruction could further enhance the effectiveness of collaborative concept mapping. Therefore, a collaborative knowledge organizer-based digital game utilizing the first principles of instruction approach was proposed for Chinese eighth graders in biology courses. This study adopted a quasi-experimental design with three groups of 92 students: a collaborative knowledge organizer-based digital game (CKO-DG) group (N = 33), a knowledge organizer-based digital game (KO-DG) group (N = 31), and a collaborative digital game (CDG) group (N = 28). The findings demonstrated that the CKO-DG students achieved the best biological achievement and motivation. However, the KO-DG students lacked peer support, resulting in a higher cognitive load; the CDG students lacked a proper strategy to organize their knowledge, resulting in low learning outcomes.
... Currently, the instructional materials or game content developed using AR technology (referred to as AR apps) do not provide clear learning frameworks or visual guidance to learners; this makes it challenging for some users to understand the underlying concepts or knowledge structures intended to be conveyed by the AR apps [13]. This teaching method often leaves learners confused and frustrated [11], significantly reducing their willingness and motivation to learn [46]. Therefore, research suggests that the operation and instruction of AR apps should incorporate learning frameworks and visual guidance to help learners understand and organize the knowledge concepts and skills the learning materials aim to reinforce [13,15]. ...
... The findings indicate that CM positively contributed to students' understanding of insect classifications and species [32]. Research also indicates the advantages of CM in computer-assisted learning for instructional and training purposes [11]. ...
Autism Spectrum Disorder (ASD) involves difficulties in communication, expression, and social interaction, making it challenging for individuals to respond and engage effectively in various social contexts. This study used AR and MR (A/MR) technologies for social skills training in children with ASD. Previous applications of A/MR technology in teaching have lacked an explicit teaching framework and learning structure, resulting in confusion among learners and eventual abandonment of learning. To address these issues, the study combined concept mapping with A/MR technology to develop visualized and structured teaching materials and game strategies to aid children with autism in understanding and organizing abstract social concepts into a systematic mind map. Two game strategies, CMAR-ST and CMMR-ST, were implemented to enable children with autism to gradually strengthen and construct their cognition of social relationships and situations. Through situational guidance and in-game tasks, the children were empowered to make social judgments and exhibit appropriate reciprocal social responses when interacting with others. The present study recruited three high-functioning children with autism aged seven to nine as the research participants. A multiple-baseline across-subject design was employed for the teaching interventions. After three stages of experimentation, the results demonstrated that the teaching materials presented through CMAR-ST and CMMR-ST effectively enhanced the social concepts of children with autism. The game strategies helped the participants understand the relationships between different social information and cues, enabling them to effectively discern others' emotions, comprehend specific social gestures, and respond appropriately based on different social contexts with various individuals.
... Traditional methods of teaching and learning English have become less common in the classroom as a result of these discoveries throughout time, as instructors are now transitioning to a new era in which teaching and learning are preferred to be done through the use of elearning platforms. Adoption of digital games in schools is seen to be an effective teaching and learning medium since it may (a) increase students' motivation to study (Charsky & Ressler, 2011;Kebritchi & Hirumi, 2008;Klein & Freitag, 2010;Yang, 2012), (b) allow students to learn a foreign language in a more enjoyable way (Bolliger, 2015), (c) enhance autonomy in learning (Wang & Lieberoth, 2016), ...
... Gamified e-quizzes help students develop an interest in their educational activities by stimulating them via the use of digital games. This is consistent with studies conducted by Charsky and Ressler (2011);Kebritchi and Hirumi (2008); Klein and Freitag, 2010;Yang, 2012. Preparation and involvement, as well as the acquisition of digital skills, were cited as benefits of playing e-games. ...
Technology is being increasingly integrated into teaching environments in view of enhancing EFL students’ online learning experience. This article presents the outcomes of research employing a motivation theory technique to examine students’ experience using game-play quizzes at a university in Vietnam. Questionnaires and focus group interviews with students were used to learn about the extent to which students perceive e-quizzes in their learning process. Quantitative data collected was analyzed using SPSS and Huberman’s (1994) analytical framework was used to clarify qualitative data from interviews. Key findings based on quantitative data revealed that almost all students presented favourable views towards quizzes use. Findings from the interview noted that online quizzes enriched the quality of student learning in the classroom, with the highest influence reported on motivation, enjoyment and improved preparation and participation. The study also suggests that the use of online games in the classroom is likely to raise competitiveness, thereby improving intellectual stimulation, long-term retention of knowledge and digital skills.
... Using concept mapping to construct knowledge helps students improve their learning outcomes and provides a more meaningful learning process [34]. Charsky and Ressler [8] proposed two types of concept mapping strategies for gamebased learning. The first is a pre-generated concept map that helps students construct knowledge and clarify their mistakes by viewing the map. ...
... The results may include low learning outcomes, making the approach difficult to apply. Other studies [8,33] found that if high school or college students lack long-term training related to the student-constructed concept mapping strategy, the results may include low learning achievement, low learning motivation, and extraneous cognitive load for learners. ...
As information technologies are introduced into science education, educators face their impact on teaching and learning. On one hand, educators must appropriately integrate these technologies into the curriculum. On the other hand, they must simultaneously consider the learners' reactions to the technologies. The study investigated the impact of augmented reality (AR) and concept mapping in inquiry-based science education related to insects. AR apps were implemented on mobile devices, incorporating concept mapping to facilitate knowledge organization and acquisition of insects. The sample consisted of 43 elementary school students divided into an experimental group (N = 21) using AR with concept mapping and a control group (N = 22) using AR alone. Both groups were assigned tasks centered on stage and rhinoceros beetles within an inquiry-based learning framework. Results demonstrated the integration of AR and concept mapping significantly improved learning achievement. Furthermore, a lag-sequential analysis was conducted to analyze behavioral patterns, revealing the control group had significantly higher frequency in “reading textbooks” and “problem-solving” compared to the experimental group. This finding suggests that concept maps enable students to access textbooks through a clear visual guide, promoting a more effective understanding of problem goals and reducing effort for reading textbooks and problem-solving during the process.
... However, improper integration of concept mapping with digital technologies can have counterproductive effects. For instance, ineffective integration of concept mapping within systems or games, requiring constant switching between the system and concept mapping, can hinder student focus, decrease immersion, diminish learning motivation, and increase cognitive load (Charsky & Ressler, 2011). Therefore, it is crucial to consider the timing and implementation of concept mapping in system design, ensuring the effective integration of learning strategies or tools for optimal outcomes. ...
... It serves as a representation for educators to depict teaching and learning concepts and assess students' conceptual structures. Research has shown that concept mapping improves learning by focusing attention, reducing difficulty, and fostering meaningful connections (Charsky & Ressler, 2011;Watson et al., 2016). It can be used as instructional content or scaffolding, where students analyze provided concept maps or construct their own during the learning process (Schmid & Telaro, 1990). ...
With the growing popularity of Virtual Reality (VR), the integration of the Community of Inquiry (CoI) framework provides insights into its role in facilitating student learning in VR environments. VR offers immersive experiences and visualization of abstract concepts. However, the abundance of information in VR can be overwhelming without proper guidance, hindering students' knowledge acquisition and organization. To address this issue, a concept map-based community of inquiry (CM-CoI) framework VR system was developed for a ninth-grade Earth Science course. A quasi-experiment was conducted to investigate its impact on learning achievement, reflection tendencies, and perceptions. The experimental group used the CM-CoI-based VR system, while the control group used a conventional CoI-based VR system. The results showed that the experimental group outperformed the control group in learning achievement and reflection tendencies. Interviews revealed that students in the experimental group found the method helpful for clarifying confusing knowledge. This study demonstrates the potential of CM-CoI-based VR systems to enhance learning achievement and reflection tendencies. It informs educators on integrating VR technology and concept mapping into Earth Science education, and on enhancing students' learning experiences and outcomes.
... We would also like to explain that the experimental results of the present study, that is, the use of the robot-based DST editor and the PPT-animation editor in the learning contexts (i.e., the four stages) does not imply that the study only compares the effectiveness of the two tools. As emphasized by several previous scholars, the effectiveness of using a strategy or tool highly depends on whether that strategy or tool has been used in a proper way in proper contexts (Charsky & Ressler, 2011;Chu, 2014). For example, the effectiveness of using concept mapping in physical classrooms does not imply its effectiveness in a digital gaming context, as indicated by Charsky and Ressler (2011). ...
... As emphasized by several previous scholars, the effectiveness of using a strategy or tool highly depends on whether that strategy or tool has been used in a proper way in proper contexts (Charsky & Ressler, 2011;Chu, 2014). For example, the effectiveness of using concept mapping in physical classrooms does not imply its effectiveness in a digital gaming context, as indicated by Charsky and Ressler (2011). Therefore, the results of the present study demonstrate how robots can be well incorporated into digital storytelling design activities for language learning, which could be a good reference for school teachers and researchers who intend to develop effective robot-based activities in educational settings. ...
Digital technology has brought new opportunities for language education. Multimodal literacy refers to the ability to read, watch, understand, respond to, and generate multimodal texts. Multimodality, promoted by scholars, generates meaning in multiple modes. Hence, digital storytelling (DST) presented with multimodal content has been extensively applied in second language instruction. However, traditional DST is mostly presented in videos with one-way communication; it lacks two-way communication with the audience and is only regarded as a learning method for knowledge acquisition. As a result, the present study proposed a robot-based DST (robot-DST) approach to facilitate the interaction in the DST process and to enhance students’ engagement. In order to evaluate its effectiveness, a quasi-experiment was conducted in an EFL course at a senior high school. Two classes of 11th graders participated in the experiment. One class with 40 students was the experimental group adopting the robot-DST approach, while the other class with 40 students was the control group adopting the conventional animation-based DST (CA-DST) approach. The results showed that the robot-DST approach could significantly reduce students’ communication apprehension, as well as enhance their English speaking ability, storytelling ability, narrative engagement, and communication tendency. The findings show that using robots in the context of digital storytelling design has great potential for promoting learners’ language learning performances. Accordingly, in-depth discussion and suggestions for future research are provided for researchers and school teachers who intend to use robots in educational settings.
... Learning spatial skills [26], improving the interpretation of communication [27], resource management, and food policy [28] or learning about elements such as immigration, national security, and political asylum [29] are some of the learning objectives that have been analyzed in the scientific literature focusing on the specific content and gameplay of the video game. Using historical games for learning historical and archaeological concepts is a classic in the educational field [30][31][32] and for learning mathematical thinking [33][34][35]. ...
... In a similar vein, Carolan [29] proposed the video game Papers, Please (Lucas Pope, 2013) as a tool for assimilating content on security, immigration, and political asylum, whereas Life Is Strange has emerged as a tool for transmitting gender identity values [42]. Many studies have also recorded the educational benefits of historical games such as Civilization V (Firaxis Games, Baltimore, MD, USA, 2010) [30,31] since the inception of this popular series in 1991. Following Squire's findings on video games and education, pedagogically, Civilization "offers an interesting reframing of history from one organized around 'grand narratives' to one marked by themes and patterns, a method of teaching world history advocated by an increasing number of educators" [8]. ...
Video games have evolved from a mere object of consumption to a cultural artifact of our time. Each cultural milieu is connected to the dominant technologies of its time, and video games today present narratives that allow for meaningful dialogues between the younger generations and the themes or content they find interesting. The main objective of this research was to highlight the value of commercial video games with an ideal potential for transmitting pedagogical and curricular content in educational contexts. The scientific methodology used in this study followed a mixed approach divided into three stages (qualitative–qualitative–quantitative). The wide variety of themes and settings found among the 75 top-rated games on the Steam digital distribution platform sheds light on the interests of young people, representing a broad and rich range that highlights their interest in topics that are close and relevant to them. Video games can no longer be ignored, as they represent one of our most widespread cultural values. Their narratives connect directly with the way our young people think, feel, and dialogue. Therefore, embracing video games, both culturally and educationally, is a leap forward with an eye to progress.
... For example, Barzilai and Blau [63] found no effect on engagement, while others have demonstrated decreases in engagement (e.g. [63][64][65]. It should be noted that these findings relate to nonadaptive scaffolding. ...
Background
While game-based learning has demonstrated positive outcomes for some learners, its efficacy remains variable. Adaptive scaffolding may improve performance and self-regulation during training by optimizing cognitive load. Informed by cognitive load theory, this study investigates whether adaptive scaffolding based on interaction trace data influences learning performance, self-regulation, cognitive load, test performance, and engagement in a medical emergency game.
Methods
Sixty-two medical students from three Dutch universities played six game scenarios. They received either adaptive or nonadaptive scaffolding in a randomized double-blinded matched pairs yoked control design. During gameplay, we measured learning performance (accuracy, speed, systematicity), self-regulation (self-monitoring, help-seeking), and cognitive load. Test performance was assessed in a live scenario assessment at 2- and 6–12-week intervals. Engagement was measured after completing all game scenarios.
Results
Surprisingly, the results unveiled no discernible differences between the groups experiencing adaptive and nonadaptive scaffolding. This finding is attributed to the unexpected alignment between the nonadaptive scaffolding and the needs of the participants in 64.9% of the scenarios, resulting in coincidentally tailored scaffolding. Exploratory analyses suggest that, compared to nontailored scaffolding, tailored scaffolding improved speed, reduced self-regulation, and lowered cognitive load. No differences in test performance or engagement were found.
Discussion
Our results suggest adaptive scaffolding may enhance learning by optimizing cognitive load. These findings underscore the potential of adaptive scaffolding within GBL environments, cultivating a more tailored and effective learning experience. To leverage this potential effectively, researchers, educators, and developers are recommended to collaborate from the outset of designing adaptive GBL or computer-based simulation experiences. This collaborative approach facilitates the establishment of reliable performance indicators and enables the design of suitable, preferably real-time, scaffolding interventions. Future research should confirm the effects of adaptive scaffolding on self-regulation and learning, taking care to avoid unintended tailored scaffolding in the research design.
Trial registration
This study was preregistered with the Center for Open Science prior to data collection. The registry may be found at https://osf.io/7ztws/.
... Learning innovations carried out by teachers in the classroom are important to optimize learning activities so that they are more meaningful, enjoyable, and can encourage students to construct and develop the knowledge they already have. On the other hand, previous researchers have indicated that inappropriate learning strategies or tools can even reduce learning motivation and cause negative learning effects (Charsky and Ressler, 2011). That is, to help students improve their learning performance, it is important to integrate approaches with appropriate learning technologies as part of the educational process. ...
The object of learning biology is the universe and its contents. However, not all of these objects can be brought to school. One of the biological materials with these characteristics is environmental change material which is taught in class X SMA. On the other hand, teachers have attempted to design strategies to maximize learning, starting from approaches, models, methods, and media. Through biology learning innovations that integrate technology can facilitate more effective and enjoyable learning. The contextual approach with the field study method is very suitable to support learning about environmental change. Therefore, an innovation in biology learning was carried out on environmental change material. This study uses a qualitative descriptive method with data collection techniques, namely literature studies from articles from various journals, websites, and books that are relevant to the topics discussed. The results of this study are recommendations for innovative field study methods and contextual approaches in learning about environmental change with the help of technology. The use of these methods and approaches uses Google Earth technology, Class Tools, IoT, Source Net + HP Camera, Google Spreadsheets, Macroinvertebrates, LiveGap Charts, and Instagram which are expected to produce more meaningful learning.
... In addition, although motivation and emotion are essential in learning (Hu et al., 2022), evidence on how instructional design principles affect them is sparse but critical to drawing a full picture of complex learning (Schrader et al., 2021). For example, some studies even found that pre-training seems to detriment motivation to learn (Charsky & Ressler, 2011). Particularly in GBL, most studies only focused on cognition and motivation (Mayer, 2020), while there is some evidence that the use of educational technology, such as GBL, can affect cognition, motivation and emotions, and have an impact on a person's cognitive, emotional, physical and social well-being (Melo et al., 2020). ...
Learning with games requires two types of information, namely domain‐specific information and game‐specific information. Presenting these two types of information together with gameplay may pose a heavy demand on cognitive resources. This study investigates how timing of information presentation affects cognition (ie, mental effort and performance), motivation (ie, achievement goals) and emotion (ie, achievement emotions). Participants were secondary school students (N = 145). Participants participated in a 2 × 2 factorial experiment with two factors—timing of domain‐specific information presentation and timing of game‐specific information presentation, either before or during gameplay. We measured mental effort, chemistry knowledge, time on task, achievement goals and achievement emotions. Multiple regression and robust regression revealed that presenting domain‐specific information before gameplay promoted higher approach goals, higher avoidance goals and more enjoyment than presenting it during gameplay. There was no difference between presenting game‐specific information before gameplay and during gameplay except for performance‐avoidance goals. We conclude that timing of information presentation affects motivational and emotional processes and outcomes and that students feel more motivated and enjoyed when domain‐specific information is presented before learning than during learning. Educators may change the timing of domain‐specific information presentation accordingly.
Practitioner notes
What is already known about this topic Well‐designed game‐based learning can increase learning.
Game‐based learning needs effective instructional design features.
What this paper adds One instructional design feature, timing of information presentation, affects motivation and emotion in game‐based learning.
Students feel more motivated and enjoyed when domain‐specific information is presented before learning than during learning.
This study is one of the first to focus on cognitive, motivational and emotional processes and outcomes, and their interconnections.
Implications for practice and policy Educators would do well to present domain‐specific information before learning than during learning.
Researchers on instructional design features should attend to all cognitive, motivational and emotional processes and outcomes instead of just one or two.
... This highlights the core challenge of balancing playing and learning in educational game design. For instance, Charsky and Ressler (2011) investigated how playing Civilization III with and without an expert-generated concept map affected students' motivation to learn history concepts. They discovered that students using the concept map showed lower motivation than their initial levels, while those playing without the scaffold maintained or increased their motivation. ...
... In conclusion, concept association is a learning strategy that offers several advantages over other learning strategies in terms of facilitating understanding, engagement, critical thinking, and problemsolving skills (Çakıro glu et al., 2022). Implementing the concept association strategy using the AR technology is a promising approach to address some limitations and challenges identified in previous studies (Charsky & Ressler, 2011). By leveraging the immersive and interactive nature of AR, educators can create a more engaging and personalised learning environment that can overcome some of the difficulties associated with using conventional concept-association approaches, such as visual complexity and lack of understanding of the nature of concept maps. ...
Background
This paper examines the use of augmented reality (AR) as a concept‐association tool in schools, with the aim of enhancing primary school students' learning outcomes and engagement. Conflicting findings exist in previous studies regarding the cognitive load of AR‐enriched learning, with some reporting reduced load and others indicating increased demand and poorer performance. Understanding these implications is essential for effectively leveraging AR in education. The study offers a fresh perspective on the potential of AR technology in improving educational experiences
... Learning of the alphabets is no exception. Numerous educational and edutainment software have been created for learning the alphabet (Charsky & Ressler, 2011;Ke, 2008). Furthermore, early childhood educators are increasingly asked to support the alphabet knowledge development of children enrolled in their classrooms. ...
... However, concept maps have not always been an effective strategy for learning in the past, and improperly designed teaching strategies incorporated into games can result in cognitive load and ineffective learning (Broza & Barzilai, 2011). Charsky and Ressler (2011) proposed a concept map as a scaffold for combining digital game-based learning, but it was found to have negative effects on learning and cognition. Kilic and Cakmak (2013) mentioned that learners still face difficulties in understanding concepts and the relationships between concepts when learning with concept maps. ...
Many studies have incorporated concept maps into digital games to enable learners to make connections between subject concepts in the game. However, most learners do not associate spontaneously with the thematic concepts in the game but need to be facilitated by effective scaffolding mechanisms to reconceptualize the learning process and content. Therefore, this study proposed a knowledge check-based concept map-guided gaming strategy for chemistry learning for secondary-level learners. Specifically, the knowledge check-based concept map-guided gaming strategy was employed as a learning strategy while playing digital games. The knowledge check mechanismwas developed based on the notation of two-tier testing. Moreover, the learning environment was a self-developed chemical classification-based digital game, in which learners learned through concept mapping guided gaming tasks with factual and conceptual questions to confirm that they can actually learn content and conceptual understanding in the game. To understand the effects of the proposed strategy, a quasi-experimental design was adopted to measure compare two groups’ learning achievement, problem-solving awareness, critical thinking tendency, and germane cognitive load of seventh-grade students using the knowledge check-based concept map-guided gaming strategy and the conventional concept map-guided gaming strategy. The results of the study showed that learners’ learning achievement, problem-solving awareness, critical thinking tendency, and germane cognitive load in chemistry learning were effectively improved by the knowledge check-based concept map-guided gaming strategy. Furthermore, this study implies that teachers can adjust their teaching scaffolds and provide strategies according to learners’ learning behaviors in digital game-based learning.
... In conclusion, concept association is a learning strategy that offers several advantages over other learning strategies in terms of facilitating understanding, engagement, critical thinking, and problemsolving skills (Çakıro glu et al., 2022). Implementing the concept association strategy using the AR technology is a promising approach to address some limitations and challenges identified in previous studies (Charsky & Ressler, 2011). By leveraging the immersive and interactive nature of AR, educators can create a more engaging and personalised learning environment that can overcome some of the difficulties associated with using conventional concept-association approaches, such as visual complexity and lack of understanding of the nature of concept maps. ...
Background
This paper examines the use of augmented reality (AR) as a concept‐association tool in schools, with the aim of enhancing primary school students' learning outcomes and engagement. Conflicting findings exist in previous studies regarding the cognitive load of AR‐enriched learning, with some reporting reduced load and others indicating increased demand and poorer performance. Understanding these implications is essential for effectively leveraging AR in education. The study offers a fresh perspective on the potential of AR technology in improving educational experiences.
Objectives
The primary goal of this research was to evaluate the effectiveness of an AR‐assisted concept‐association strategy for improving essential knowledge acquisition and skills outcomes, increasing cognitive load, and increasing self‐efficacy and learning motivation among primary school students.
Methods
A quasi‐experimental design with a control group was employed to investigate the effectiveness of the intervention.
Results and Conclusions
The results demonstrate that the implementation of the AR‐assisted concept‐association strategy effectively enhanced essential knowledge acquisition and skills outcomes, increased cognitive load, and increased self‐efficacy and learning motivation among primary school students. These findings highlight the potential of AR technology to improve the learning experience and engagement of primary school students. The study contributes to the existing literature on the effectiveness of AR technology in education, suggesting future research directions. Ultimately, it offers a practical solution for improving the learning experience by presenting a new approach for teaching using AR technology.
... Digital game-based learning can be a meaningful bridge established from the classroom to simulation to real life (Türkistanlı & Kuleyin, 2022). However, inadequate game design may have negative impacts such as poor learning outcomes and increasing the learners' selfalienation [21,48,49]. For example, learning goals not aligning well with game goals could lead to gaming skills dominating the game instead of the learning goals of the game. ...
Decision-making is considered an essential competence of the twenty-first century skills. Remote synchronous collaborative problem-solving has gained much attention especially for decision-making training. We designed a framework to promote decision-making training with a multidimensional scaffolding-based game, and 84 participants were recruited online to evaluate the game based on the proposed framework. The quasi-experimental study compared collaborative and individual learners’ game performance, anxiety, motivation, acceptance, behavior patterns, and perceived learning process for decision-making.
The result showed that both collaborative and individual learners had low anxiety, high motivation, and high acceptance in the multidimensional scaffolding-based online educational game; however, the collaborative team had better game performance and found the clues to be more useful for the learning process than the individual team did. Behavioral pattern analysis revealed that the high-performance collaborative team had more well-organized problem-solving and in-depth reflection.
... In terms of student learning achievement, the research findings show that there is no significant difference between the CM-DGBL-CCP and the T-DGBL-CCP learning models. This aligns with previous studies by Charsky and Ressler (2011) and Hwang et al. (2019). However, it differs from the results reported by Hwang et al. (2013) and Chu et al. (2019), who emphasized the significant improvement in student learning achievement when using concept maps as learning scaffolds. ...
Many scientific concepts and theorems are often abstract and challenging to relate to real-life problems, making it difficult for students to grasp them. Therefore, some researchers have attempted to enhance students’ understanding by employing a contextual learning approach, which allows students to apply scientific knowledge to real situations in their daily lives. The aim is to improve students’ learning experiences by moving away from rote memorization. However, if a contextual gaming approach is offered without encouraging deep reflection, students may focus solely on the game itself and overlook the importance of fully understanding the knowledge and contemplating the meaningful relationships between scientific concepts. To address this issue, for this study we developed a Concept Mapping-based Digital Game-Based Learning for Complex Chemistry Problems (short for CM-DGBL-CCP) learning system to assist students in understanding complex chemistry problems. To verify the effects of the proposed approach, the experiment was conducted in a secondary school with two groups. The experimental group with 49 students adopted the CM-DGBL-CCP learning model, while the control group with 56 students utilized the traditional digital game-based learning for complex chemistry problems (T-DGBL-CCP) learning model. The experimental results revealed that there were no significant differences between the two groups of students in terms of learning achievement and cognitive load. However, the experimental group students outperformed the control group in areas such as problem-solving tendency, scientific self-efficacy, scientific learning strategies, and the ability to use deep-level strategies to solve problems.
... Structuring features in or outside of a game, such as aids with task decomposition, worked examples, preconfigured concept maps, glossaries, and multimedia tutorials, have been applied to guide or prompt students on problem representation and solution modelling (Shute et al., 2020;Wouters & Van Oostendorp, 2013). Structured or guided experiential and problembased learning has been found to outperform unguided learning or direct instruction, though it is also reported to decrease learner initiative and make gameplay less autonomous (Charsky & Ressler, 2011;Kirschner et al., 2006;Mayer, 2004). How we should structure a pro- ...
Background
Game‐based learning can frame problem‐solving as a sense‐making experience with domain‐specific tasks for school students. However, multiple challenges arise when trying to support learners in such a complex, problem‐oriented learning environment.
Objectives and Methods
With an architecture‐themed mathematics learning game, we conducted two mixed‐method studies to explore the impact and design of game‐based mathematical experience on the math problem‐solving performance of middle school students.
Results and Conclusions
The study findings suggested a positive impact of game‐based math experience on math problem‐solving for middle school students. Problematization‐oriented game‐based math tasks with structuring features enhanced students' reasoning with problems and channelled it to doing mathematics.
Takeaways
The current research findings support the initiative to frame learning as a sense‐making experience with domain‐specific tasks and inform the design of game‐based mathematical experience and learning support.
... In the article [21] it was observed that the use of video games helped the psychological development of any person, especially during childhood. Since then, multiple works can be found in which the use of video games as an educational resource is analyzed [22,23]. ...
... On the other hand, DGBL generally employs hard, rather than soft, scaffolds to support learning, although the theoretical foundation of scaffolding entails the concept of adaptivity (Ge et al., 2012;Vygotsky, 1978). Hard or fixed scaffolds have several drawbacks: they could be intrusive, imposing a high cognitive load, affecting the flow of learners' game engagement, and consequently diminishing learner motivation (Adams & Clark, 2014;Charsky & Ressler, 2011;O'Neil et al., 2014;Schrader & Bastiaens 2012). Adaptive scaffolding has a relatively long history in non-game research including intelligent tutoring systems (Anderson et al., 1985), on-demand scaffolds provided by human tutors (Azevedo et al., 2004), and more recently real-time adaptive scaffolds facilitated by artificial intelligence (Lim et al., 2023). ...
Educational games are becoming increasingly prevalent. Recently, adaptive game-based learning to accommodate diverse learners has received considerable attention. The current study aims to explore the effect of adaptive scaffolding from a multidimensional engagement perspective. A total of 61 students from a Taiwan secondary school studied Newton’s laws in a computer-based interactive game environment. The students were assigned to either a fixed scaffolding group or an adaptive scaffolding group to test the effect of adaptive scaffolding. The findings suggest that adaptive scaffolding can have a significant effect on students’ learning performance and engagement. The study offers significant implications for the design and integration of adaptive scaffold to promote learning engagement in digital game-based learning.
... Por lo anterior y para solucionar los diferentes retos que identificamos, optamos por una metodología participativa en la que se incluye a los participantes en las diferentes fases de creación del programa (Gubo et al., 2008), ya que esto afecta positivamente sus percepciones y su desempeño (So y Brush, 2008;Taylor, 2003). Adicionalmente a esta aproximación, se optó por utilizar métodos interactivos sobre los pasivos (presentaciones) porque tienen mayor efectividad en la retención a largo plazo y, por lo tanto, pueden generar impacto en el mundo real (Charsky y Ressler, 2011;De Freitas, 2006;Sharp, 2012;Kumar y Lightner, 2007;Thompson et al., 2003). A pesar de que hay múltiples actividades para capacitar dentro de comunidades (Barreteau et al., 2007;Villamor y van Noordwijk, 2011), decidimos utilizar juegos comerciales adaptados para enseñar sobre problemáticas del mundo real ("juegos serios") a pesar de que han sido poco usados en entornos rurales (McGonigal, 2010;Sandbrook et al., 2015). ...
... The wide adoption of concept mapping in digital learning environments has allowed the development of more learning strategies with concept mapping, such as semi-structured concept mapping (Burkhart et al., 2020), extended concept mapping (Prasetya et al., 2020), and scaffolded concept mapping (Zhang et al., 2019), whereby learners create concept maps based on an existing structure. However, concept mapping is not always effective if it is not properly incorporated into the learning process (Charsky & Ressler, 2011). Former research has illustrated that the learning approach of concept mapping followed by problem posing can increase learning efficiency Hwang et al., 2020b). ...
This study explored the effects of a self-adapted mobile concept mapping-based problem-posing (CMPP) approach applied in a virtual museum context. To investigate the effectiveness of the proposed approach, a quasi-experimental design was applied to compare the critical thinking tendency, meta-cognition tendency, problem-solving tendency, computational tendency, cognitive load, and flow experience of college level students using the self-adapted mobile CMPP approach to those using the conventional mobile-based problem-posing and points-listing approach. A total of 56 university students from two classes were involved in the experiment. The two classes of students adopted different approaches to learning in the virtual museum for comparing their critical thinking tendency, meta-cognition tendency, problem-solving tendency, and computational tendency as well as flow experience and cognitive load. One class with 29 students was the experiment group adopting the self-adapted mobile CMPP approach, while the other class with 27 students was the control group using the conventional mobile-based learning approach. The results of the study showed that the proposed strategy could significantly improve learners’ critical thinking tendency, meta-cognition tendency, problem-solving tendency, and computational tendency compared to the conventional approach. Though the proposed approach raised slightly higher flow experience and cognitive load, there was no significant difference between the flow experience and the cognitive load of the proposed approach and that of the control group. The interview results complemented the experimental results and indicated that the proposed approach was effective in terms of developing learners’ thinking capability, knowledge construction, and self-learning capability.
... Lessons with games are more fun and more productive than lessons without games. Charsky and Ressler (2011) stated that, in the lessons taught with games, the motivation of the students increased, and their learning became more permanent. Now all educators must accept the fact that today's generations are not happy with the old techniques and classical methods. ...
In this study, Mime Games, one of the vocabulary teaching methods, was researched and studies were conducted on whether word games are useful or not. As educators, we have witnessed all kinds of students in our lessons, like self-motivated, unrelated to classes, or unwilling. The main purpose of doing this research is to motivate students among the groups who are reluctant and unrelated to the lesson by teaching vocabulary with fun. Therefore, we researched the role of Mime Games in teaching English to EFL learners. In order to get accurate results, a face-to-face survey and a questionnaire were applied to collect students' thoughts about word games. As a result of the research and applications, it was observed that the students were more successful and motivated when they were learning with the games.
Keywords: Games in Vocabulary Learning, Mime Games, Vocabulary Games, Vocabulary Learning
... The way players learn about the in-game activities is similar to how players learn to play entertainment game titles, following an exploratory and spontaneous process [20]. The resulting experience should support an intuitive understanding of the processes based on individual observations and immediate experiences of players. ...
Bunno's Fabulous Soap‐Making Challenge is intended to be both, a game that is played for fun and a game from which subject content can be learned. The game is a resource‐managing game in which players plan, organize and execute the production of soap. This article critically discusses the game concept. It also describes the educational theory, the game design, as well as the educational content and the projected learning outcomes of the game. The results of an initial evaluation of the game are presented. A mixed‐methods approach finds that players enjoyed playing the game. The players make several recommendations, including the addition of specific game mechanics that offer players a greater level of in‐game control and increasing the challenge and complexity of the game.
... Por lo anterior y para solucionar los diferentes retos que identificamos, optamos por una metodología participativa en la que se incluye a los participantes en las diferentes fases de creación del programa (Gubo et al., 2008), ya que esto afecta positivamente sus percepciones y su desempeño (So y Brush, 2008;Taylor, 2003). Adicionalmente a esta aproximación, se optó por utilizar métodos interactivos sobre los pasivos (presentaciones) porque tienen mayor efectividad en la retención a largo plazo y, por lo tanto, pueden generar impacto en el mundo real (Charsky y Ressler, 2011;De Freitas, 2006;Sharp, 2012;Kumar y Lightner, 2007;Thompson et al., 2003). A pesar de que hay múltiples actividades para capacitar dentro de comunidades (Barreteau et al., 2007;Villamor y van Noordwijk, 2011), decidimos utilizar juegos comerciales adaptados para enseñar sobre problemáticas del mundo real ("juegos serios") a pesar de que han sido poco usados en entornos rurales (McGonigal, 2010;Sandbrook et al., 2015). ...
La Reserva Ecológica Comunitaria de San Miguel Topilejo (RECSMT) es un área natural protegida localizada al sur de la Ciudad de México que destaca por sus servicios ecosistémicos, en particular por su capacidad de infiltración hacia el manto acuífero del cual se abastece esta urbe. Con el fin de promover su conservación durante los últimos años se han desarrollado numerosas acciones para tal fin, sin embargo, a la fecha no se cuenta con indicadores que muestren los resultados de las mismas. Considerando la utilidad que representan los índices como el Índice de Vegetación de Diferencia Normalizada (NDVI) y el Índice de Vegetación Mejorado (EVI) para evaluar la condición de la cubierta vegetal, en este trabajo se presenta el análisis de los datos obtenidos mediante el satélite Landsat 8 entre los años 2013 y 2021 para las tres clases de cobertura natural presentes: Bosque de Oyamel, Bosque de Pino y Pastizal. Los resultados muestran que las tres coberturas tienen una variación estacional asociada con el ciclo anual de lluvias, con valores de los índices que pueden permitir diferenciarlas, particularmente entre Pino y Pastizal. A partir del análisis de tendencias se identifica que la RECSMT se encuentra en una situación de estabilidad a lo cual han contribuido las acciones de conservación realizadas por los habitantes locales, propietarios del ese territorio.
... Por lo anterior y para solucionar los diferentes retos que identificamos, optamos por una metodología participativa en la que se incluye a los participantes en las diferentes fases de creación del programa (Gubo et al., 2008), ya que esto afecta positivamente sus percepciones y su desempeño (So y Brush, 2008;Taylor, 2003). Adicionalmente a esta aproximación, se optó por utilizar métodos interactivos sobre los pasivos (presentaciones) porque tienen mayor efectividad en la retención a largo plazo y, por lo tanto, pueden generar impacto en el mundo real (Charsky y Ressler, 2011;De Freitas, 2006;Sharp, 2012;Kumar y Lightner, 2007;Thompson et al., 2003). A pesar de que hay múltiples actividades para capacitar dentro de comunidades (Barreteau et al., 2007;Villamor y van Noordwijk, 2011), decidimos utilizar juegos comerciales adaptados para enseñar sobre problemáticas del mundo real ("juegos serios") a pesar de que han sido poco usados en entornos rurales (McGonigal, 2010;Sandbrook et al., 2015). ...
El bosque de agua de la zona norte de Morelos forma parte
del corredor biológico Ajusco Chichinautzin; el cual es una de
las seis Áreas Naturales Protegidas (ANP) que existen en esta
entidad. En la región se han presentado diversos problemas
ambientales que extienden el cuestionamiento sobre la
viabilidad de su conservación. A partir de la experiencia de
Huitzilac, Morelos para construir caminos de desarrollo social
basado en la sostenibilidad, el presente estudio muestra las
narrativas de diferentes actores quienes han desempeñado
un papel central en la puesta en marcha de diversos
proyectos de participación comunitaria para la conservación
del territorio; por ejemplo, el desarrollo de plantaciones
forestales comerciales, pago de servicios ambientales,
centros culturales y ecoturismo. El propósito de este trabajo
es estudiar los procesos de participación comunitaria,
sistematizar sus desafíos y oportunidades para que sus
iniciativas se visibilicen y puedan traducirse a otros espacios
sociales
... Por lo anterior y para solucionar los diferentes retos que identificamos, optamos por una metodología participativa en la que se incluye a los participantes en las diferentes fases de creación del programa (Gubo et al., 2008), ya que esto afecta positivamente sus percepciones y su desempeño (So y Brush, 2008;Taylor, 2003). Adicionalmente a esta aproximación, se optó por utilizar métodos interactivos sobre los pasivos (presentaciones) porque tienen mayor efectividad en la retención a largo plazo y, por lo tanto, pueden generar impacto en el mundo real (Charsky y Ressler, 2011;De Freitas, 2006;Sharp, 2012;Kumar y Lightner, 2007;Thompson et al., 2003). A pesar de que hay múltiples actividades para capacitar dentro de comunidades (Barreteau et al., 2007;Villamor y van Noordwijk, 2011), decidimos utilizar juegos comerciales adaptados para enseñar sobre problemáticas del mundo real ("juegos serios") a pesar de que han sido poco usados en entornos rurales (McGonigal, 2010;Sandbrook et al., 2015). ...
¿De dónde viene el agua que consumimos en las grandes ciudades del centro de México?
¿Qué relación tienen los bosques con la producción natural de agua?
¿Por qué algunas poblaciones se han levantado en defensa
del agua de sus territorios?
Científicos y Sociedad en Acción por la Biodiversidad y Sustentabilidad del Bosque de Agua de la Megalópolis de México proporciona una perspectiva general sobre las situaciones y problemáticas que existen actualmente dentro de la región del Bosque de Agua, responsable de asegurar la provisión del vital líquido a más de 25 millones de personas que vivimos en las Ciudades de México, Toluca y Cuernavaca. Cada comunidad que integra esta región habita paisajes con características únicas. Aquí, de la mano de la sociedad, científicos trabajan día con día, en propuestas que contribuyen a la conservación y manejo sustentable de la biodiversidad, la cultura y el territorio.
La obra está compuesta por 41 capítulos, cuyos contenidos abordan diversas temáticas. Destacan la presentación de la Iniciativa Bosque de Agua, la importancia y caracterización ecológica, biológica, cultural y socioambiental de la región, así como el conjunto de políticas públicas ambientales que se aplican para el control y gestión del territorio, además de algunos ejemplos de proyectos autogestivos y participativos que colectivos y organizaciones han implementado en la zona. Los textos visibilizan la importancia de las contribuciones de la naturaleza, tanto biológicas como culturales, para las comunidades rurales y periurbanas que lo habitan y las ciudades que lo rodean, resaltando la identidad de las y los líderes, actrices y actores activos que participan en el aprovechamiento y cuidado de los bosques y otros ecosistemas.
Este libro también pretende compartir los estudios e investigaciones sobre las amenazas que enfrenta la región, sus comunidades y su naturaleza; haciendo necesario implementar proyectos que busquen su conservación de forma integral. Invitamos a las y los lectores a fortalecer en conjunto los lazos y la articulación entre comunidades y científicos con la intención de liberar al Bosque de Agua de los intereses extractivistas, individuales y ajenos al territorio, y a que prevalezca el bien común.
... Although digital games can stimulate students' interest in learning, previous research suggests that without supportive learning strategies, students may show only temporary interest during game-based learning, and often do not perform as well as expected (Chu & Chang, 2014). Charsky and Ressler (2011) also pointed out that inappropriate use of learning strategies or tools in games may negatively affect students' performance, motivation, and academic achievement. Yang et al. (2020) found that digital games that incorporated cognitive complexity competition strategies significantly improved students' academic performance compared to conventional digital games, but also increased students' anxiety levels. ...
At present, environmental issues are of concern to all countries, especially for developing countries, and education on waste sorting is urgent. However, it remains a challenge to improve students’ learning achievement and engagement in environmental education. Researchers have pointed out the potential of digital games for promoting students’ learning motivation. In addition, the two-tier testing mechanism has been recognized as an effective tool for correcting students’ misconceptions and promoting their in-depth thinking. Therefore, this study proposed a two-tier testing-based digital gaming approach. To verify the effectiveness of the approach, a digital game was developed and a quasi-experiment was conducted. The participants were two classes of fifth graders, with one class as the experimental group using the two-tier test-based digital game and the other class as the control group learning with the conventional digital game. The results showed that the digital game-based learning with two-tier testing model was conducive to students' improved academic performance compared with the conventional digital game-based learning model, especially for students in the low-level group, who were able to make greater progress. In addition, the approach was effective in terms of reducing students’ cognitive load and improving their flow experience.
... For instance, useful actions such as filling water or lye into a pot (by dragging and dropping on-screen items) are intuitively supported by graphical highlighting and audio feedback; other actions have feedback that signals that they are not useful, e.g., the dragged item is being moved back, and an audio sound signals error (very brief, textual hints are also given in a few in-game situations, such as when starting the game for the first time). The way players learn about the in-game activities is similar to how players learn to play entertainment game titles; in an exploratory, emerging, and spontaneous process, not by following orders or a plan made ahead of the interaction (Charsky & Ressler, 2011). The resulting experience should support an intuitive understanding of the processes based on players' own observations and immediate experiences. ...
Bunno's Fabulous Soap-Making Challenge is intended to be both, a game that is played for fun and a game from which subject content can be learned. The game is modeled on and represents authentic, real-world chemical processes. Specifically, it promotes the learning of aspects central to the soap-making process. The game is a resource-managing game in which players plan, organize, and execute the production of soap. Players source the raw materials, acquire the technical equipment, create an efficient lab setup and produce and sell soap in an economically sustainable way. The game is centrally based on the idea of constructivist learning. Players encounter an inspiring and challenging situation and are active, in control, and make their own decisions and experiences. Their actions trigger immediate responses and are consequential. The main contribution of this article is a detailed description, a conceptual explanation, and a critical discussion of the game design. In addition, this article briefly describes the educational theory which informs the project, how the game design is actually realized in the implemented game and how it can be played, and the game's educational content and the projected learning outcomes.
Digital game-based learning (DGBL)-Umgebungen wie Minecraft Education (ME) verdeutlichen, dass moderne digitale Technologien die Möglichkeit bieten, Freude und intrinsische Motivation in den Mathematikunterricht zu integrieren. Studien zeigen jedoch, dass Schüler*innen ohne Vorerfahrung mit ME Schwierigkeiten haben, mit dieser neuen Lernform umzugehen, da sie die Herausforderung der digitalen Navigation der DGBL-Umgebungen nicht bewältigen können. Diese Studie konzentriert sich auf diese Navigationsprobleme, um zukünftige ME-Umgebungen für alle Arten von Mathematik-lernenden zugänglicher zu gestalten. Daten von drei Proband*innen wurden mithilfe der Think-Aloud-Methode und post-intervention Interviews erhoben. Durch qualitative Inhaltsanalyse konnten fünf Problemkategorien der Navigation von DGBL-Umgebungen identifiziert werden: (a) unklare Ziele und Aufgaben, (b) Bewegung, (c) Orientierung, (d) Identifikation von Interaktionselementen und (e) Wissen über spielspezifische Handlungen und Handlungsoptionen. Zudem wurden entsprechende Gestaltungsempfehlungen entwickelt, um praktische Hilfestellungen für inklusives DGBL-Design zu bieten.
Impacto del Aprendizaje Basado en Juegos Digitales en la educación STEM en las escuelas primarias: Un meta-análisis de enfoques de aprendizaje ABSTRACT Enhancing learning outcomes in Science, Technology, Engineering, and Mathematics (STEM) subjects for primary school students remains a challenge. This meta-analysis, guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), explores Digital Game-Based Learning (DGBL) interventions as a potential solution. Eighteen empirical studies published from 2010 to 2020 were analyzed to identify effective DGBL approaches. Key factors examined include subject disciplines, control treatment, game type, platforms, and intervention duration. Findings reveal significant positive effects of DGBL interventions on learning outcomes, particularly in mathematics, language, and science. The study underscores the importance of optimizing gameplay design and platform choices for DGBL effectiveness and highlights the potential benefits of incorporating DGBL into primary STEM education. Future research should further investigate contributing factors like game genres, technologies, implementation strategies, and specific game components to promote optimal learning processes in diverse educational settings.
Z Araştırmanın problemini "Fen Bilgisi öğretmen adaylarının fen oyunlarına ilişkin görüşleri ve fen oyunlarını hazırlayabilme yeterlikleri nasıldır?" sorusu oluşturmaktadır. Araştırma, İstanbul'da bulunan bir üniversitenin Fen Bilgisi Öğretmenliği A.B.D.'nda okuyan üçüncü sınıf öğretmen adaylarıyla yapılmıştır. Araştırmada öğretmen adaylarının fen oyunlarına ilişkin görüşleri açık uçlu sorulardan ve dereceli puanlama anahtarından elde edilen veriler yardımıyla belirlenmiştir. Fen oyunlarını hazırlayabilme konusunda kendilerini ne kadar yeterli hissettikleri, açık uçlu sorulardan ve dereceli puanlama anahtarından elde edilen veriler yardımıyla belirlenmiştir. Fen oyunlarını hazırlama konusundaki yeterlikleri ise dereceli puanlama anahtarından elde edilen verilerle değerlendirilmiştir. Araştırma verileri nitel ve nicel analiz yöntemleriyle değerlendirilmiştir. Araştırmada öğretmen adaylarının fen öğretiminde oyunların kullanılmasına ilişkin olumlu görüşlerinin olduğu; ayrıca hazırlamış oldukları oyunların nitelikli ve eğitici olduğu tespit edilmiştir. Bununla birlikte, fen bilgisi öğretmen adaylarının oyunları hazırlarken zorlandıkları görülürken, hazırlamış oldukları oyunların da stratejik olmadığı saptanmıştır. ABSTRACT The question; "what are the science teacher candidates' oppinions regarding science games and their sufficiencies to prepare science games" motivated the present study. The study was performed with third-grade teacher candidates who were enrolled in the Science Teaching Department of a university in Istanbul. Teacher candidates' views on games, was determined by using data obtained from open-ended questions and rubric. Data of teacher candidates feeling about how sufficient they are on preparing science games obtained from the open-ended questions and rubric. In order to determine teacher candidates' sufficiency on preparing science games data were analyzed by researchers using rubric. The research findings were analyzed by using qualitative and quantitative analysis methods. It was seen that the teacher candidates have positive feelings about the use of the games in science teaching. The science teacher candidates think the game design process is difficult and they have some miles to drive to be more competent in designing games.
This thesis deals with the topic of the influence of prior experience with video games on the navigation of digital game-based learning environments. In particular, this thesis will focus on the DGBL environment Minecraft Education, using a qualitative study with the help of the “Think-Aloud-Method” to identify problem-categories that occur in Minecraft Education lessons for learners without previous experience with videogames. The problem-categories "Unclear goals and tasks", "Movement", "Orientation", "Identification of interactive elements" and "Knowledge of in-game actions and options for action" were identified, which occurred during the interventions. This work is the first to classify problems of learners without previous experience with videogames in the DGBL environment Minecraft Education. Subsequently, design recommendations are given according to the identified problem-categories, which should help to make future Minecraft Education-lessons inclusive. In order to demonstrate the practicability of the given recommendations, a prototypical lesson is also presented, which takes into account the identified problem-categories and integrates the design-recommendations into the structure of the lesson.
Thus, the work provides new theoretical insights into the design of DGBL environments on the
one hand and practice-oriented recommendations for the implementation of inclusive design in
Minecraft Education-lessons on the other.
Medya, turizm sektöründe stratejik bir araç ve etkili bir iletişim unsurudur. Bu iki alanın birbiriyle olan etkileşimi giderek daha önemli hale gelmektedir, çünkü teknolojinin ilerlemesi ve dijitalleşme trendleri, medyanın turizm sektörü üzerindeki etkisini artırmaktadır. Özellikle geleneksel medyanın ötesindeki yeni medya, turizm sektörünü daha interaktif ve katılımcı bir hale dönüştürmüştür. Yeni medya ve turizm sektörü arasındaki ilişkide odak noktası genellikle internet ve sosyal medya olurken, bilgisayar oyunları, ya göz ardı edilmiş ya da dikkate alınmamıştır. Popülaritesi, eğlenmek ve boş zaman geçirmek isteyen sıradan kullanıcıları aşan bilgisayar oyunlarının eğitimden sağlığa, sanattan askeriyeye kadar pek çok sektörün ilgi alanında olduğu açıktır. Turizm sektörü ve yeni
medya arasındaki ilişkide bilgisayar oyunlarının rolüne odaklanan bu araştırmanın sonucunda bilgisayar oyunlarının turizm sektöründe tanıtım, pazarlama, turist deneyimi ve turizm eğitimi gibi konularda çok yönlü bir araç olarak kullanılabileceği belirlenmiştir.
The Attention, Relevance, Confidence, and Satisfaction or ARCS model is an effective motivational model that has been widely accepted by education practitioners. Literature on the ARCS model has focused primarily on aspects of educational settings, research methods, and outcomes. However, few studies have addressed the applications of the ARCS model based on its role in educational research. This review study investigates what and how the ARCS model has been adopted in existing literature from 2011 to 2022. 55 empirical studies were identified and analyzed in three dimensions: instructional design, theoretical foundation, and measurement tools. The instructional design sums up pedagogical approaches, learning outcomes, and effects of the ARCS model. The theoretical framework outlines the roles and other theoretical frameworks integrated with the ARCS model. The measurement tools report versions and reliability of the Instruction Materials Motivation Survey (IMMS). This study contributes to strengthening our understanding of the ARCS model applied in the three dimensions. Lastly, a set of limitations and recommendations for future research are summarized.
In conventional digital game-based learning, geographic maps are generally used to provide students with the whole picture of the gaming contexts, while the concepts to be learned are separately presented as individual gaming objects. Scholars have indicated the problems of such a gaming content design, in which students could encounter difficulties making effective connections between spatial and conceptual knowledge during the learning process, which may influence their learning effectiveness. As a result, it is a crucial and challenging issue to assist students in organizing spatial and conceptual knowledge in contextual learning environments, such as digital games. To solve this problem, an integrated concept map and geographic map-based digital gaming (CM-GMDG) approach is proposed to demonstrate how spatial and conceptual knowledge can be connected in the development of digital games. To investigate the effectiveness of the approach, a quasi-experiment was conducted in a social science course. Two classes of seventh graders in a high school participated in this study. The experimental group (N = 39) adopted the CM-GMDG approach while the control group (N = 23) adopted the conventional geographic map-based digital gaming (GMDG) approach. The results showed that the students using the CM-GMDG approach significantly outperformed those using the GMDG approach on learning achievement. Moreover, the learning behavioral pattern analysis results showed that compared with the control group, students in the experimental group more frequently engaged in knowledge-acquiring behaviors, such as reading learning materials and completing learning tasks. On the other hand, the control group gave up on the learning tasks more frequently by switching the gaming scenes and stopping answering questions. This indicated that the CM-GMDG approach was more helpful for guiding students to focus on their learning tasks than the GMDG approach.
A estimativa de valor do mercado mundial de jogos digitais no ano de 2021 é da ordem de US$ 175,8 bilhões. Outro elemento relevante é que os estudantes da Educação Básica pertencem à denominada Geração Gamer e encontram-se imersos numa sociedade em que a convergência tecnológica e ubiquidade integram o cotidiano, além de interagirem com games para diversão e aprendizagem. A partir disso, a presente pesquisa propõe um sistema especialista para que professores de história do 6º ano da Educação Básica acessem informações sobre jogos digitais que possam apoiar o desenvolvimento das habilidades que integram a Base Nacional Comum Curricular (BNCC), além de apresentar estratégias para o uso em aula.
Using digital learning content to realize learning in games is a rapidly-developing direction of interest for teachers and researchers. This study has developed a digital role-playing gaming system to review Social Studies course content to a fifth Grade class at an elementary school. It allows students to experience the historical storyline of Tamsui, located in the north of Taiwan, by playing the role of Dr. Mackay. An experiment was conducted to evaluate the potential effects of the proposed system when applied to the reviewing activity of Humanities courses. The results of the post-test scores showed that the proposed system is not superior to the traditional teaching method which uses PowerPoint-based slides with the teacher’s oral instruction, but it still enhances their overall learning performance after the reviewing activity. Moreover, the results of the questionnaire survey showed that the students who reviewed by using the proposed system showed a higher learning motivation than those reviewing with the traditional teaching method. It is therefore concluded that our role-playing digital gaming system can be used to assist the teachers’ teaching activities, because it allows the students to complete their reviewing activity by themselves, and it effectively enhances their learning performances and motivation.
In this research, it is aimed to design and implement the words and concepts describing the subject in the units of "Cell and Divisions", which is the subject of science biology in the seventh grade, with intelligence games and educational digital games, to ensure the repetition and permanence of the unit, and to scientifically reveal its effect on biology teaching in an experimental sense. . For this purpose, the concepts in the unit were chosen. Games suitable for this unit have been determined. The games were designed by working on the selected games. Finally, the effectiveness of the designed games was investigated. The study group of the research consisted of 60 seventh grade students. At the end of the unit, the students were informed about the games created. During the first lesson, the intelligence games were distributed and the students were asked to answer. In the second lesson hour, the educational digital game designed was played. The number of students who can do all the intelligence games is high. The number of students who can successfully reach the result in the educational digital game is 54 (77.1%). In addition, six students, corresponding to 10% of the students using the educational digital game, and their course teachers were interviewed. The answers taken from the interview were evaluated using the Miles and Huberman consensus coefficient by using content analysis by quoting directly. According to the answers given in the student interviews, the reliability coefficient of the study was 83% and 100% in the teacher interview. As a result; It has been seen that the research is reliable, the number of students who do all the intelligence games is high, and 77.1% of the students can play educational digital games. In addition, it was observed that students and teachers liked the games. Keywords: Cells and Divisions, Academic Achievement, Game Design, Educational Digital Game, Case Study, Semi-structured Interview.
The study examined students’ perceptions of participating in collaborative learning activities in
ICTPED MOOC (Pedagogical Information and Communication Technology (ICTPED) Massive Open
Online Course) offered by a University College in Norway aiming to develop professional digital
competence in students. The study also provided an insight into what students' perceptions and experiences
of taking part in collaborative learning practices suggest when it comes to promoting collaborative learning
activities in MOOCs, and online learning environments. Analyses of the post-course survey data suggested
that most of the students were satisfied with opportunities to learn collaboratively through discussion
forums, peer reviews, and online video meetings. The asynchronous modes of collaboration (discussion
forum and peer review) remained dominant modes of collaboration, compared to the synchronous ones
(online meetings). However, data suggest many factors such as feeling interfering in others’ activities, being
exposed to unknown peers, and unknown technology might hinder students' participation in online
collaborative learning activities.
Previous research has illustrated the potential of flipped learning for assisting teachers in designing meaningful activities to promote students’ higher order thinking skills; however, several previous studies have challenged the effects of flipped learning on students’ learning. One of the key problems is the lack of an effective learning approach or tools to engage students in the flipped learning activity. In this study, a concept mapping-based Prediction-Observation-Explanation (POE) approach was incorporated into flipped learning (called CPOE-FL) to enhance students’ scientific learning. Furthermore, a three-group experiment was conducted to assess the effects of the three flipped learning models, comprising the CPOE-FL approach, the POE-FL (incorporating POE into flipped learning) approach, and the C-FL (conventional flipped learning) approach. The experimental results displayed that the CPOE-FL approach can benefit the learning achievements and self-efficacy of the students with respectively lower prior knowledge and lower initial self-efficacy, in comparison with the POE-FL and C-FL approaches. Both the CPOE-FL and POE-FL approaches promoted the students’ inner learning motivation, while the CPOE-FL approach enhanced the students’ critical thinking. This proposed approach could provide a good reference for researchers or school teachers intending to implement POE-based flipped learning in the future.
In this study, concept mapping was assessed as an instructional strategy for use by high school students in learning biology concepts. Concept mapping, which requires learners to plot concepts and their interrelations in a meaningful organizational network, was compared with an established curriculum approach and tested in an interaction with learners of varying verbal ability. The design emphasized external validity. As hypothesized, concept mapping facilitated low-ability learners’ performance, but only on higher level, relational knowledge. The usefulness of the technique was discussed in terms of its ability to individualize and raise the quality of learning with little extra effort or resource costs to the instructional system.
The authors believe that integrating commercial off the shelf games can be a powerful learning experience. Based on their experience and literature review the author have crafted a list of things that instructors should consider before integrating commercial off the shelf games. The list provides practical advice for those pursuing this type of learning experience. The first six list items provide advice on getting started and navigating the transformation of the classroom to a game-based learning environment. The last four list items provide guidance for designing the class schedule and time to accommodate the new pedagogy, crafting instructional activities, and evaluating learning.
This paper summarizes the results from a series of studies designed to test the hypothesis that making learning more fun will produce corresponding increases both in learning and retention and in subsequent interest in the subject matter itself. Each study examined the effects of two or more versions of an educational activity, each designed to involve identical instructional content, but to differ in motivational appeal. The data from the studies presented provide good general support for the hypothesized cognitive and motivational benefits of appropriately designed motivational embellishments of educational activities. Exceptions to this rule, however, and a more general theoretical analysis of the conditions under which such positive effects are (and are not) expected to occur, are also discussed.
Two studies examined the effects of embedding instructional materials in relevant fantasy contexts on children's motivation and learning. In Study 1, Ss showed marked preferences for computer-based educational programs that involved fantasy elements. In Study 2, Ss worked with these programs for 5 hr. One program presented purely abstract problems. Others presented identical problems within fantasy contexts. Some Ss chose among 3 fantasies; others were assigned identical fantasies. Tests on the material occurred before, immediately after, and 2 weeks after the experimental sessions. Ss showed significantly greater learning and transfer in the fantasy than in the no-fantasy conditions. Having a choice of fantasies made no difference. Motivational and individualization strategies for enhancing interest and promoting learning are discussed.
Learner engagement is important for learning, yet the question of how to design engaging learning experiences still lingers. One of the facets of computer games is that they tend to be engaging. In addition, they are designed experiences. By examining computer games as examples of the design of engaging experiences through the lens of design theory, it may be possible to extract more fundamental principles for the design of engagement. Such principles could inform the design of serious games and other learning experiences. This chapter uses Vincenti's fundamental design concept of operational principle to identify the core components and active principle that underlie the design of engagement in games. The chapter also introduces the concept of feedforward to describe the continual elicitation of anticipatory cognition and behavior by players/learners. This feedforward effect in the context of player/learner agency is essential to the active principle of engagement in computer games.
When Greenfield wrote her chapter on video games in her 1994 landmark book Mind and Media, video games were played primarily in arcades, and popular opinion held that they were at best a waste of time and at worst dangerous technology sure to lead to increased aggression. As a cognitive psychologist and media scholar, she was interested in what was really going on in these games and brought the theoretical rigor and research tools of her discipline to bear on games and their cognitive effects on game players. Part anthropologist and part stranger in a strange land, she studied games and game players and played games herself. Her conclusions at the time were both surprising and prescient; research failed to support the common sense connection of games and violent behavior, and games in fact appeared to have cognitive benefits unseen by those who did not play them. Her conclusions both provided a glimpse of then-current research and laid the foundation for a rigorous empirical study of games and cognition. What is shocking upon rereading this chapter today is how relevant it remains and how many of the research possibilities remain largely unexplored. Her chapter is reprinted here along with her current analysis and thoughts about her original ideas, 25 years later. Its placement as the first chapter in a book dedicated to cognitive perspectives on games is appropriate, both as a reminder of where we come from and how far we have yet to go.
Taking advantage of the rapid evolution of educational technology, simulations and games have been embodied in a variety of teaching and learning procedures. To a large extent, their effectiveness, in common with the effectiveness of all instructional design relies on how material and activities are optimally organized. That organization should be determined by the nature of human cognitive architecture when dealing with complex, biologically secondary information. Cognitive load theory has been devised to deal with such knowledge. Therefore, embodied simulations and serious games should take evidence-based cognitive load principles into account in both design and implementation.
It is impossible to control another person's motivation. But much of the instructor's job involves stimulating learner motivation, and learning environments should ideally be designed toward this goal. Motivational Design for Learning and Performance introduces readers to the core concepts of motivation and motivational design and applies this knowledge to the design process in a systematic step-by-step format. The ARCS model-theoretically robust, rooted in best practices, and adaptable to a variety of practical uses-forms the basis of this problem-solving approach. Separate chapters cover each component of the model-attention, relevance, confidence, and satisfaction-and offer strategies for promoting each one in learners. From there, the motivational design process is explained in detail, supplemented by real-world examples and ready-to-use worksheets. The methods are applied to traditional and alternative settings, including gifted classes, elementary grades, self-directed learning, and corporate training. nd the book is geared toward the non-specialist reader, making it accessible to those without a psychology or teaching background. With this guide, the reader learns how to: Identify motivation problems and goals Decide whether the environment or the learners need changing Generate attention, relevance, confidence, and satisfaction in learners Integrate motivational design and instructional design Select, develop, and evaluate motivational materials Plus a wealth of tables, worksheets, measures, and other valuable tools aid in the design process Comprehensive and enlightening, Motivational Design for Learning and Performance furnishes an eminently practical body of knowledge to researchers and professionals in performance technology and instructional design as well as educational psychologists, teachers and trainers. © Springer Science-Business Media, LLC 2010. All rights reserved.
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.
Serious games are digital games designed for purposes other than pure entertainment. This category includes educational games but it also includes a great deal more. A field that was unheard of until Ben Sawyer referred to it as Serious Games in late 2002 (Sawyer, 2003) has already grown so large that one can only hope to keep track of a very small part of it. The time is rapidly coming to an end when literature surveys of even one branch of Serious Games can be considered comprehensive. This chapter will examine the current state of the part of the serious games discipline that intersects with formal education, with a particular focus on design. The chapter begins broadly by looking at games in order to define the term serious game but then narrows to a specific focus on games for education. In this way, it provides an educational context for games as learning objects, distinguishes between traditional, (i.e. non-digital; Murray, 1998) and digital games, and classifies games for education as a subcategory of serious games while at the same time still being part of a larger group of interactive digital applications.
In this study, a paradigm that coupled an ecologically valid assessment with an extended testing session was used to examine the effects of student-generated knowledge maps as a learning strategy. The effects of mapping were first examined in the context of an ongoing general psychology course at Texas Christian University. Eighty-one students participated in an out-of-class testing session intended to replicate and extend the results obtained in the classroom. The results indicated that mapping positively affected students' performance on both recognition and recall tests. Further, the effects of mapping appeared to be robust, for they were maintained over time and dependent measures.
Discussion of the impact of simulation games on learning focuses on a study of a college history course that compared game results with historical facts. A content analysis of the comparisons is presented, models of learning acquisition are discussed, and the learning stages that occur in a simulation game are described. (three references) (LRW)
The usefulness of concept mapping as a job performance aid for writers of technical documents was examined. Thirty-four writers were randomly assigned to one of two groups. The experimental group received 2 hours of training in the use of concept mapping. Both groups revised the same chapter from a computer manual, and an experienced technical editor blindly evaluated each revision. In part two of the study, revised texts were given to two groups of users. One group received a concept-mapped revision, while the other group received a text revised by a writer who had used conventional revision techniques. Readers' comprehension was tested and compared. Revision time was not significantly different between groups, and the editor's ratings of quality were not different. However, readers' comprehension was significantly higher with the concept-mapped versions. These results suggest that concept mapping is a useful revision tool for writers.
In striving to organise learning experiences it is important to understand how children perceive and relate to the learning environments they are presented and confronted with. It is important therefore to study how children perceive the notion of ‘leisure’ as an abstract concept. An example of how concept‐mapping can be used to study children’s conception of ‘leisure‐time’ is presented. Forty‐three Swedish 5th (n = 18) and 9th (n = 25) class children (average ages: 12 and 16) were presented with otherwise blank A4 pages with the root concept ‘leisure‐time’ encircled and were asked to draw a spontaneous concept‐map. For a sub‐sample (quasi‐experimental design) some additional concept‐nodes, based on research findings (levels of location practice), were indicated in their maps. How maps may be analysed using numerical and content analysis, and ranges of hierarchical organisation of descriptive terms is described. About 1000 concepts (with repetitions) were inscribed. On the basis of one map per subject, numerical analysis was used to search for differences in width, depth and hierarchical structure (no age‐group (school class) or gender differences were found). Content analysis was used to show how deep gender differences in conceptualisations could lie hidden behind statistical similarities. It is concluded that concept‐maps may be used successfully to study abstract concepts such as of children’s notions of leisure.
Little attention has been given to the psychological and sociological value of play despite its many advantages to guiding the design of interactive multimedia learning environments for children and adults. This paper provides a brief overview of the history, research, and theory related to play. Research from education, psychology, and anthropology suggests that play is a powerful mediator for learning throughout a person's life. The time has come to couple the ever increasing processing capabilities of computers with the advantages of play. The design of hybrid interactive learning environments is suggested based on the constructivist concept of a microworld and supported with elements of both games and simulations.
The researchers investigated the comparative effects of individually-constructed and collaboratively-constructed computer-based concept mapping on middle school science concept learning. One hundred and sixty one students completed the entire study. Using prior science performance scores to assure equivalence of student achievement across groups, students were assigned to three groups: a self-selected study strategy group, an individual-concept mapping group, and a collaborative pairs – concept mapping group. Collaboratively and individually-constructing computer-based concept maps had equally positive effects on seventh grade middle school science concept learning as measured on a comprehension test. However, the students who collaboratively constructed concept maps created significantly higher quality concept maps than those who individually constructed concept maps indicating deeper conceptual understanding.
The authors address the role of computer support for building conceptual self-awareness—that is, enabling students to think outside of concept boundaries in hope of enhancing creative potential. Based on meta-cognition theory, we developed an integrated concept mapping system (ICMSys) to improve users’ conceptual self-awareness in addition to applying concept mapping techniques in traditional learning scenarios. Since the ICMSys accommodates different perspectives, selected ideas made by peers are retained with the help of integrated concept map (ICMap) representations used as stimuli for reflective thinking. Results from a case study with 32 information management undergraduates indicate: (a) increased levels of conceptual self-awareness, (b) evidence of conceptual improvement in the students’ redrawn concept maps, (c) that ICMap viewing frequency exerted a positive impact on level of conceptual self-awareness, and (d) a significant correlation between level of conceptual self-awareness in redrawn personal concept maps and actual conceptual changes as determined by three experts. We describe student perceptions of the ICMSys in terms of comprehension practicality and conceptual self-awareness, and give suggestions for future research.
We explored the consequences for learning through interaction with an educational microworld called Electric Field Hockey (EFH). Like many microworlds, EFH is intended to help students develop a qualitative understanding of the target domain, in this case, the physics of electrical interactions. Through the development and use of a computer model that learns to play EFH, we analyzed the knowledge the model acquired as it applied the game-oriented strategies we observed physics students using. Through learning-by-doing on the standard sequence of tasks, the model substantially improved its EFH playing ability; however, it did so without acquiring any new qualitative physics knowledge. This surprising result led to an experiment that compared students’ use of EFH with standard-goal tasks against two alternative instructional conditions, specific-path and no-goal, each justified from a different learning theory. Students in the standard-goal condition learned less qualitative physics than did those in the two alternative conditions, which was consistent with the model. The implication for instructional practice is that careful selection and analysis of the tasks that frame microworld use is essential if these programs are to lead to the learning outcomes imagined for them. Theoretically, these results suggest a new interpretation for numerous empirical findings on the effectiveness of no-goal instructional tasks. The standing “reduced cognitive load” interpretation is contradicted by the success of the specific-path condition, and we offer an alternative knowledge-dependent interpretation.
One of the core courses in the undergraduate mechanical engineering curriculum has been completely redesigned. In the new numerical methods course, all assignments and learning experiences are built around a video/computer game. Students are given the task of writing computer programs to race a simulated car around a track. In doing so, students learn and implement numerical methods content. The design of the course, around a video game, is rooted in commonly accepted theories of how people learn. The article describes a study to assess the effectiveness of the video game-based course. Results show that students taking the game-based course, on average, spend roughly twice as much time, outside of class, on their course work. In a concept mapping exercise, students taking the game-based course demonstrate deeper learning compared to their counterparts taking traditional lecture/textbook-based numerical methods courses.
Developing learning experiences that facilitate self-actualization and creativity is among the most important goals of our society in preparation for the future. To facilitate deep understanding of a new concept, to facilitate learning, learners must have the opportunity to develop multiple and flexible perspectives. The process of becoming an expert involves failure, as well as the ability to understand failure and the motivation to move onward. Meta-cognitive awareness and personal strategies can play a role in developing an individual's ability to persevere through failure, and combat other diluting influences. Awareness and reflective technologies can be instrumental in developing a meta-cognitive ability to make conscious and unconscious decisions about engagement that will ultimately enhance learning, expertise, creativity, and self-actualization. This paper will review diverse perspectives from psychology, engineering, education, and computer science to present opportunities to enhance creativity, motivation, and self-actualization in learning systems.
Problem-based learning (PBL) is an instructional approach that is organized around the investigation and resolution of problems. Problems are neither uniform nor similar.
[11] and [12] in his design theory of problem solving has categorized problems into two broad types – well-structured and ill-structured. He has also described a host of mediating skills that impact problem solving outcomes. The thrust of this paper rests in the argument that the basis of these mediating skills is information search literacy and particularly, in view of the utility of the Internet as an informational repository, effective information searching skills. This study was an investigation of how different Internet information seeking strategies can be used to engage in problem solving. A conceptual framework that explains how different Internet information searching strategies can be employed in successfully solving well and ill-structured problems was devised and empirically tested. The research site was a newly established polytechnic in Singapore that employs problem-based learning to support its curricular implementation. The sample population of students came from a class of 25 first-year students. The research findings of this study inform that information searching skills indeed play an important role in problem solving. The findings affirm the need for students to be systematically instructed in the skills of information searching to be able to accomplish problem solving. The information searching necessary for solving well-structured problems is constrained and readily manageable. Thus, students only have to be acquainted with fundamental information searching skills to solve well-structured problems. On the other hand, the information needs of ill-structured problems are usually complex, multi-disciplinary and expansive. Hence, students have to be trained to apply a more advanced set of information searching skills in resolving ill-structured problems.
This research investigated the application of knowledge maps in e-learning materials design and hypothesized that knowledge maps would be more effective than e-learning in general at improving the performance and satisfaction of e-learning. In order to test the hypotheses, we conducted an experiment with 175 participants and randomly assigned them into knowledge map-based and browse-based groups. Both groups of participants needed to acquire specific skills and knowledge to write the target ADO.NET program. In the end of each training session subjects received an assessment to understand their learning score, satisfaction level, and computer self-efficacy. Our statistical analysis result showed that knowledge map-based learning group outperformed browse-based group in these three measurements. Thus, the proposed hypotheses were supported. We concluded that if knowledge map-based materials design approach were employed novice users would acquire the ADO.NET programming in a more effective manner. In addition, the satisfaction and computer self-efficacy of users could be improved substantially as a result of knowledge map-based materials design approach.Thus, we propose that if knowledge maps are employed to adequately present the relationships of learning contents that knowledge could be better understood and learning performance could be improved.
For almost a century, educational theory and practice have been influenced by the view of behavioural psychologists that learning is synonymous with behaviour change. In this book, the authors argue for the practical importance of an alternate view, that learning is synonymous with a change in the meaning of experience. They develop their theory of the conceptual nature of knowledge and describe classroom-tested strategies for helping students to construct new and more powerful meanings and to integrate thinking, feeling, and acting. In their research, they have found consistently that standard educational practices that do not lead learners to grasp the meaning of tasks usually fail to give them confidence in their abilities. It is necessary to understand why and how new information is related to what one already knows. All those concerned with the improvement of education will find something of interest in Learning How to Learn.
This article reviews the literature that compares the instructional effectiveness of games to conventional classroom instruction. Studies dealing with empirical research rather than teachers'judgments are reviewed. Published reviews of research in English dating from 1963 to 1984 were examined and the literature was searched for studies from 1984 to 1991. Of the 67 studies considered over a period of 28 years, 38 show no difference between games and conventional instruction; 22 favor games; 5 favor games, but their controls are questionable; and 3 favor conventional instruction. Results for social sciences, math, language arts, logic physics, biology, retention over time, and interest are examined. Math is the subject area with the greatest percentage of results favoring games, but only eight studies have adequate controls. Thirty-three out of 46 social science games/simulations show no difference between games/simulations and classroom instruction. The authors conclude that subject matter areas where very specific content can be targeted are more likely to show beneficial effects for gaming.
this paper is to provide a clear link between the theoretical principles of constructivism and the practice of instructional design and the practice of teaching. We will begin with a basic characterization of constructivism identifying what we believe to be the central principles in learning and understanding. We will then identify and elaborate on eight instructional principles for the design of a constructivist learning environment. Finally, we will exam what we consider to be one of the best exemplars of a constructivist learning environment -- Problem Based Learning as described by Barrows (1985, 1986, 1992) at the Southern Illinois University Medical School and at the Problem Based Learning Institute for high school teachers .
Motivation and failure in educational simulation design Smart machines in education: The coming revolution in educational technology
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Instructional materials motivation scale (IMMS). Unpublished manuscript
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Towards a theory of intrinsic motivation
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Learning to be: The world of education today and tomorrow Civilization III [Computer game What video games have to teach us about learning and literacy
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Commercial games in the classroom
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Making a connection: game genres, game characteristics, and teaching structures Gaming and cognition: Theories and perspectives from the learning sciences
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Guided discovery games with teachable agents
- K Pilner-Blair
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