标题: | Using commercial video games in flipped classrooms to support physical concept construction |
作者: | Ye, S. -H. Hsiao, T. -Y. Sun, C. -T. 资讯工程学系 Department of Computer Science |
关键字: | flipped classroom;game-based learning;science learning;secondary education |
公开日期: | 1-十月-2018 |
摘要: | Based on the flipped-classroom model and the potential motivational and instructional benefits of digital games, we describe a flipped game-based learning (FGBL) strategy focused on preclass and overall learning outcomes. A secondary goal is to determine the effects, if any, of the classroom aspects of the FGBL strategy on learning efficiency. Our experiments involved 2 commercial games featuring physical motion concepts: Ballance (Newton's law of motion) and Angry Birds (mechanical energy conservation). We randomly assigned 87 8th-grade students to game instruction (digital game before class and lecture-based instruction in class), FGBL strategy (digital game before class and cooperative learning in the form of group discussion and practice in class), or lecture-based instruction groups (no gameplay). Results indicate that the digital games exerted a positive effect on preclass learning outcomes and that FGBL-strategy students achieved better overall learning outcomes than their lecture-based peers. Our observation of similar overall outcomes between the cooperative learning and lecture-based groups suggests a need to provide additional teaching materials or technical support when introducing video games to cooperative classroom learning activities. |
URI: | http://dx.doi.org/10.1111/jcal.12267 http://hdl.handle.net/11536/148103 |
ISSN: | 0266-4909 |
DOI: | 10.1111/jcal.12267 |
期刊: | JOURNAL OF COMPUTER ASSISTED LEARNING |
Volume: | 34 |
起始页: | 602 |
结束页: | 614 |
显示于类别: | Articles |