共查询到20条相似文献，搜索用时 31 毫秒
1.
Baldo is an intelligent system that can be used to assess and train numerical abilities across the lifespan, especially for children and elderly. Baldo includes digital and tangible materials to propose activities, built on the game-based learning approach, strongly grounded on well-known and experimentally supported theories about numerical and mathematical cognition. Moreover, Baldo has a special module devoted to motivational and affective dimensions related to mathematic cognition and a tutoring system to select specific activities that are adequate to the actual and potential level of the people involved in the training pathway. 相似文献
2.
Cristina Alonso-Fernández Iván Martínez-Ortiz Rafael Caballero Manuel Freire Baltasar Fernández-Manjón 《Journal of Computer Assisted Learning》2020,36(3):350-358
Serious games have proven to be a powerful tool in education to engage, motivate, and help students learn. However, the change in student knowledge after playing games is usually measured with traditional (paper) prequestionnaires–postquestionnaires. We propose a combination of game learning analytics and data mining techniques to predict knowledge change based on in-game student interactions. We have tested this approach in a case study for which we have conducted preexperiments–postexperiments with 227 students playing a previously validated serious game on first aid techniques. We collected student interaction data while students played, using a game learning analytics infrastructure and the standard data format Experience API for Serious Games. After data collection, we developed and tested prediction models to determine whether knowledge, given as posttest results, can be accurately predicted. Additionally, we compared models both with and without pretest information to determine the importance of previous knowledge when predicting postgame knowledge. The high accuracy of the obtained prediction models suggests that serious games can be used not only to teach but also to measure knowledge acquisition after playing. This will simplify serious games application for educational settings and especially in the classroom easing teachers' evaluation tasks. 相似文献
3.
Chun-Yen Tsai Huann-shyang Lin Shu-Chiu Liu 《Journal of Computer Assisted Learning》2020,36(3):359-369
The purpose of this study is to explore the effect of a pedagogical model of digital games on students' scientific competencies that are advocated by the Programme for International Student Assessment (PISA). As a single game-based learning strategy may not be enough to enhance such competencies, the online game in the current study incorporated the design of the proposed pedagogical gamification, assessment, modeling, and enquiry (GAME) model. The participants were 69 sixth grade students at one primary school in Taiwan. A quasi-experimental design was adopted. The experimental group students learned with the GAME model, whereas the comparison group students only learned with traditional learning way. The results showed that the learning gain in scientific competencies of the experimental group was better than those of the comparison group. This study revealed that the GAME model has potential to promote students' PISA scientific competencies. It is suggested that the integral GAME model may serve as one kind of strategies to enhance students' scientific competencies. 相似文献
4.
J-C. Hong C-L. Cheng M-Y. Hwang C-K. Lee & H-Y. Chang 《Journal of Computer Assisted Learning》2009,25(5):423-437
Abstract In recent years, digital games have assumed an important place in the lives of children and adolescents. Effective content design is crucial to the success of digital game-based learning. Therefore, the tool for assessing the effectiveness of game design is accordingly very important for parents and teachers, so that they may encourage or discourage students to play. The purpose of this study is to develop an assessment tool to examine the educational values of digital games. In the first phase of this research, the research team developed the indices for assessing the educational values of digital games. An expert panel consisting of game scholars and professional game designers was established to construct the indices for evaluating digital games in three focus group discussions. Seventy-four game evaluation indices were sorted into seven categories: mentality change, emotional fulfilment, knowledge enhancement, thinking skill development, interpersonal skill development, spatial ability development and bodily coordination. In the second phase of the research, the game designers were asked to assess certain games by using the 74 indices. Meanwhile, the game scholars were also asked to evaluate the same pool of games by the same indices. The assessments by both the scholars and designers were then compared and the similarities were found. This research provided a preliminary framework for future game designers, parents and teachers in assessing educational values of digital games. 相似文献
5.
The present study focuses on the implementation of a self - assessment procedure in a Physics class, extended during a seven weeks period in a European secondary level school. The researchers used three modes of assessment based on paper and pencil, computer-web and mobile devices respectively. The aim of the study is to investigate the effect of each mode of assessment on students' motivation and achievement. Analysis of pre- and post-motivation tests revealed a more positive motivational orientation of students towards computers and mobile devices as assessment delivery mediums. Also, student evaluation implemented after the phase of the experimental procedure showed a significant increase in learning achievement for low-achieving students who participated in the mobile-based and computer-based assessment. The positive effects of computers and mobile devices on students' learning motivation suggest that they can be used as a promising alternative to paper and pencil assessment procedures. 相似文献
6.
Lu Zhang Junjie Shang Tim Pelton Leslee Francis Pelton 《Journal of Computer Assisted Learning》2020,36(4):540-548
With the advent of mobile technologies, well-designed fraction apps can be used to help children gain fraction knowledge, a challenging topic for both teachers and students. The present pilot study adopted a quasi-experimental design to investigate whether children can learn fraction concepts equally well if half of the lesson time (20 min) is replaced with game-based learning. Keeping the total lesson time (40 min) identical, the control group (N = 33) received traditional instruction, and the experimental group (N = 32) was presented with a blended learning approach spending half of the class time (20 min) playing tablet-based fraction games, where each of the learners had their own tablet. The results suggested that in the posttest, the experimental group achieved similar learning gains to the control group and appear to have achieved better performance in the transfer test than the control group. This paper also discusses the efficiency of game-based learning, the mechanism of how fraction games might enhance learning, and the potential of integrating game-based learning in educational settings. 相似文献
7.
American students rank well below international peers in the disciplines of science, technology, engineering, and mathematics (STEM). Early exposure to STEM-related concepts is critical to later academic achievement. Given the rise of tablet-computer use in early childhood education settings, interactive technology might be one particularly fruitful way of supplementing early STEM education. Using a between-subjects experimental design, we sought to determine whether preschoolers could learn a fundamental math concept (i.e., measurement with non-standard units) from educational technology, and whether interactivity is a crucial component of learning from that technology. Participants who either played an interactive tablet-based game or viewed a non-interactive video demonstrated greater transfer of knowledge than those assigned to a control condition. Interestingly, interactivity contributed to better performance on near transfer tasks, while participants in the non-interactive condition performed better on far transfer tasks. Our findings suggest that, while preschool-aged children can learn early STEM skills from educational technology, interactivity may only further support learning in certain contexts. 相似文献
8.
Tereza Tetourová Tereza Hannemann Ondřej Javora Kristina Volná Vít Šisler Cyril Brom 《Journal of Computer Assisted Learning》2020,36(6):981-996
We explored whether problem-solving interactivity within an instructional game fosters learning for children aged 8–10 years. Participants (N = 139) studied a biological topic either through a game-based learning environment (in which they solved assigned problems by interacting with a plant model) or from a standard learning environment (in which they observed how the problems were solved in an animation) (i.e., between-subject design). The treatments were equal with regard to learning content and guidance. No between-group differences in learning outcomes were detected (comprehension: d = 0.16; transfer: d = −0.01). Self-rating of enjoyment tended to be higher in the game group (d = 0.32), and when the children could choose between the treatments in a free-choice period, they strongly preferred the interactive game (87.5%). The results suggest that both the interactive and the non-interactive treatments are useful, but their applicability may differ depending on the learning context (e.g., school vs. home). 相似文献
9.
Seyedahmad Rahimi;Russell Almond;Andrea Ramírez-Salgado;Christine Wusylko;Lauren Weisberg;Yukyeong Song;Jie Lu;Ted Myers;Bowen Wang;Xiaomaon Wang;Marc Francois;Jennifer Moses;Eric Wright; 《Journal of Computer Assisted Learning》2024,40(6):2772-2789
Stealth assessment is a learning analytics method, which leverages the collection and analysis of learners' interaction data to make real-time inferences about their learning. Employed in digital learning environments, stealth assessment helps researchers, educators, and teachers evaluate learners' competencies and customize the learning experience to their specific needs. This adaptability is closely intertwined with theories related to learning, engagement, and motivation. The foundation of stealth assessment rests on evidence-cantered design (ECD), consisting of four core models: the Competency Model (CM), Evidence Model, Task Model, and Assembly Model. 相似文献
10.
Sule Bıyık Bayram;Emel Gülnar;Nurcan Caliskan;Çiğdem Torun Kılıç; 《Journal of Computer Assisted Learning》2024,40(6):3278-3289
Digital storytelling is a teaching tool that can help nursing students master the curriculum and improve their skills. This study investigated the effect of digital storytelling on nursing students' knowledge levels and compliance with isolation precautions. 相似文献
11.
Persistence has been identified as a crucial quality of learning. However, it is hard to attain in online game-based environments as the drive to progress in the game may influence the ability to achieve the learning goals. This study aimed to examine the associations between micro-persistence, that is, the tendency to complete an individual task successfully, and task difficulty while acquiring computational thinking (CT). We further explored whether contextual or personal attributes better explain micro-persistence. We analysed data of 111 school students who used the CodeMonkey platform. We took a learning analytics approach for analysing the platform's log files. We found that micro-persistence is associated with task difficulty and that students who demonstrated an aptitude to learn new material are motivated to achieve the best solution. We also found that contextual variables better-explained micro-persistence than personal attributes. Encouraging micro-persistence can improve CT acquisition and the learning processes involved. 相似文献
12.
ABSTRACT Incorporating digital gaming into education is an increasingly popular topic in academia. Educators’ views of digital gaming (e.g., computer, video, and online games) have shifted from categorizing these games as an entertaining, yet pedagogically void activity to a promising medium that engages students in the learning process. With over 70% of college students enthusiastically playing digital games, educators are tapping into digital gaming as an effective means to teach millennials problem solving and communication skills. This article investigates gamer characteristics, motivational and engaging aspects of digital games, and the parallels between gaming and the information retrieval process. The authors build on this information to present approaches to incorporate digital gaming techniques into the library classroom since it is not feasible for all libraries to create instructional digital games. 相似文献
13.
Lu Zhang;Yue Lei;Tim Pelton;Leslee Francis Pelton;Junjie Shang; 《Journal of Computer Assisted Learning》2024,40(6):2633-2649
Digital game-based learning (DGBL) has the potential to provide a gender inclusive learning environment for children. 相似文献
14.
This study contributed to the current body of literature on game-based learning by investigating the way playing an educational game, Humunology, affected learning about the immune system and examining further the association between game immersion and visual attention distribution. A total of 79 undergraduate and graduate students participated, and data were collected both in situ and ex situ. The results showed that the students learned through playing Humunology, and the analyses of the use of player characters indicated that the game design facilitated gameplay behaviours that are consistent with the science content. The use of the eye-tracking method also revealed that students who were more immersed in playing Humunology paid more attention to areas related to player characters. The interpretations and limitations are discussed further. 相似文献
15.
ABSTRACT The concept of digital game-based learning (DGBL) evolves rapidly together with technological enhancements of virtual reality (VR) and smart phones. However, the mental workload (MWL) that VR-training applications demand and motivational qualities originating from user experience (UX) should be identified in order to create effective and enjoyable training/learning challenges that fit with individual users’ capabilities. This study examined the effects of reality-based interaction (RBI) and VR on measures of student motivation and MWL, in a mental arithmetic game for secondary school pupils. In a randomised controlled trial with sixty school children, a mental arithmetic game was tested with three different interaction and two different presentation methods – VR RBI, VR head-mounted-display tapping and tablet flick-gesture. Results found a significant effect of RBI on MWL but no differences in enjoyment of training were found between VR-experience and tablet training-experience. In fact, adding the gaming-context to the mental arithmetic task created an enjoyable, motivating experience regardless of presentation or interaction-style. 相似文献
16.
Eleni Dermentzi; 《Journal of Computer Assisted Learning》2024,40(2):494-509
Degree apprenticeships (DA) help employees gain new knowledge and skills by allowing them to study towards a university degree while working full time. For these programmes to be effective, the learning design should be adapted to the needs of these students, who are goal oriented (i.e. they want to gain only knowledge that can be applied within their workplace), have limited time for studying, and usually have not attended formal education for some time. As these programmes are relatively new, there is limited research on how these students can be supported to achieve the programmes' learning goals by using information and communication technologies. 相似文献
17.
Anne van Uittert Ludo Verhoeven Eliane Segers 《Journal of Computer Assisted Learning》2022,38(1):178-191
In the present study, a 5-week tablet-based word reading efficiency game intervention (Reading Turbo) was integrated in a comprehensive phonics-based reading curriculum. The aims of the study were to examine whether the game would advance children's word reading efficiency, and to determine the extent to which pre-reading capacities and in-game mechanisms could explain individual variation in responsiveness to the game. To do so, word reading efficiency scores of first graders in an intervention group (n = 132) and a control group that continued with the usual reading curriculum (n = 118) were compared prior to, directly after, and 2 months after the 5-week intervention period. Individual variation in responsiveness was examined by relating reading precursors (i.e., phonological awareness, letter efficiency, rapid automatized naming (RAN), and verbal working memory) measured at the onset of the intervention, and in-game accuracy and efficiency to word reading efficiency outcomes in untrained words. Results indicated that playing the word reading game significantly enhanced first graders' word reading efficiency directly after the intervention, but the effect was no longer significant 2 months after the intervention. With respect to individual variation in game responsiveness, it was found that phonological awareness, letter efficiency, and verbal working memory predicted responsiveness to the game via in-game accuracy. In addition, phonological awareness and RAN predicted responsiveness to the game via in-game efficiency, and letter efficiency and verbal working memory were directly related to responsiveness. The effectiveness of the word reading game thus differentiated between children with higher and lower pre-reading capacities, and operated via in-game child affordances. 相似文献
18.
Stefanie Vanbecelaere Katrien Van den Berghe Frederik Cornillie Delphine Sasanguie Bert Reynvoet Fien Depaepe 《Journal of Computer Assisted Learning》2020,36(4):502-513
For the training of academic skills, digital educational games with integrated adaptivity are promising. Adaptive games are considered superior to non-adaptive games, because they constantly assess children's performance, and accordingly adapt the difficulty of the tasks corresponding to the children's individual level. However, empirical evidence with regard to the effectivity of adaptive compared to non-adaptive games is limited. A study was conducted with 191 children from the third year of Kinder garten who were enrolled in one of three conditions, that is, playing an adaptive version of the reading game (RG), a non-adaptive version of the RG or training with pen-and-paper exercises. In all three conditions, children trained emergent reading (phonological awareness and letter knowledge) once a week for 30 min over a period of 5 weeks. Children's performance on cognitive (phonological awareness, letter knowledge, reading fluency) and non-cognitive (motivation, self-concept) factors was assessed. Results revealed a significant improvement in phonological awareness and letter knowledge in all conditions. However, no differences between the conditions were observed with respect to children's improvement on phonological awareness and letter knowledge or on their post-test scores for reading fluency. With regard to motivation and self-concept, again, no differences in these non-cognitive factors were observed across conditions. 相似文献
19.
John L. Nietfeld;Kristin F. Hoffmann; 《Journal of Computer Assisted Learning》2024,40(2):848-858
Goal setting has been established in the literature as a critical component of self-regulated learning and for effective problem-solving. Yet, surprisingly little attention has been focused on goal-directed behaviour in digital game-based learning environments (GBLEs) despite their expanding use in educational contexts. 相似文献
20.
