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1.
Despite the proliferation of multimedia devices in elementary classrooms, there is limited research examining teacher-created video instruction, particularly regarding its effect on academic growth and engagement. This study investigated the effect of teacher-created computer-based video instruction (CBVI) using iPads on students' academic, behavioural and affective learning in elementary classrooms. The study used a repeated-measures design with counterbalancing to measure the effects of CBVI during mathematics lessons on student achievement scores, time on-task and attitudes towards learning. Three year three classes (n = 49) completed three lessons, each using a different mode of instruction: CBVI created by the class teacher, CBVI created by a stranger, and a traditional live lesson delivered by the class teacher. Results were analysed using a Linear Mixed Model. No significant growth in performance was detected during video instruction, however a significant growth result was achieved for the traditional live teaching mode (p < 0.001), possibly attributable to the longer duration of experimental session. Behavioural engagement was considerably higher during CBVI lessons than live lessons and students preferred their teacher's voice during CBVI. Three teachers were interviewed to examine how CBVI affected teaching and learning, with two main themes emerging: (1) positive impacts of CBVI upon students; and (2) positive impacts on teacher wellbeing. This research indicates benefits for students and teachers when using teacher-created CBVI. Further research is needed to better understand the factors that influence cognitive development of students using CBVI and to also further explore the effect of CBVI on teacher wellbeing. 相似文献
2.
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
3.
教育游戏是指将学习因素和电脑游戏因素有机结合在一起的交互式活动系统,它融知识性和娱乐性于一体,真正实现寓教于乐。教育游戏建立在建构主义、沉浸理论和多元智能等理论基础之上,文章对教育游戏开发应当遵循的原则也进行了详细探讨。 相似文献
4.
Many studies have shown the positive impact of serious educational games (SEGs) on learning outcomes. However, there still exists insufficient research that delves into the impact of immersive experience in the process of gaming on SEG‐based science learning. The dual purpose of this study was to further explore this impact. One purpose was to develop and validate an innovative measurement, the Game Immersion Questionnaire (GIQ), and to further verify the hierarchical structure of game immersion by construct validity approaches, including exploratory factor analysis (EFA) (n = 257) and confirmatory factor analysis (CFA) (n = 1044). The second purpose was to investigate the impact of game immersion on science learning through SEG play (n = 260). Overall, the results supported the internal structure of the GIQ with good reliability and validity, and the inter factor bivariate correlations for each construct indicated a high internal consistency. Players did learn from playing an SEG, and game immersion experience did lead to higher gaming performance. Moreover, players' gaming performance plays a role in mediating the effect of immersion on science learning outcomes through SEG play. However, as players became more emotionally and subjectively attached to the game, the science learning outcomes were not definitively reliable. 相似文献
5.
计算机应用能力是大学生综合素质的重要组成部分。面对计算机知识和技能的日新月异,计算机基础课的课程体系、课程内容、教材建设、教学手段、教学方法等各个环节,都应当进行大胆改革。要更新教学观念,拓展课程涵盖范围,研究教学对象的现状与需求,改善教学手段,改革考查考试方式,实施教考分离的网络考核机制,达到提升大学生的实际操作能力和创新能力的目的。 相似文献
6.
Anne van der Linden;Ralph F. G. Meulenbroeks;Wouter R. van Joolingen; 《Journal of Computer Assisted Learning》2024,40(4):1500-1510
Research on cognitive effects of educational games in general shows promising results. However, there are large variations in learning outcomes between individual educational games. Research on the design process and different design elements of educational games has led to some interesting directions, but some design aspects remain unclear. 相似文献
7.
There has been an increase in student achievement testing focusing on content and not underlying student cognition. This is of concern as student cognition provided for a more generalizable analysis of learning. Through a cognitive diagnostic approach, the authors model the propagation of cognitive attributes related to science learning using Serious Educational Games. One-way to increase the focus on the cognitive aspects of learning that are additional to content learning is through the use cognitive attribute task-based assessments (Cognitive Diagnostics) using an Artificial Neural Network. Results of this study provide a means to examine underlying cognition which, influences successful task completion within science themed SEGs. Results of this study also suggest it is possible to define, measure, and produce a hierarchical model of latent cognitive attributes using a Q-matrix relating virtual SEGs tasks, which are similar to real-life tasks aiding in the modeling of transference. 相似文献
8.
Susanne M. M. de Mooij Maartje E. J. Raijmakers Iroise Dumontheil Natasha Z. Kirkham Han L. J. van der Maas 《Journal of Computer Assisted Learning》2021,37(1):242-252
While response time and accuracy indicate overall performance, their value in uncovering cognitive processes, underlying learning, is limited. A promising online measure, designed to track decision-making, is computer mouse tracking, where mouse attraction towards different locations may reflect the consideration of alternative response options. Using a speedy arithmetic multiple-choice game in an online adaptive learning environment, we examined whether mouse movements could reflect arithmetic difficulties when error rates are low. Results showed that mouse movements towards alternative responses in correctly answered questions mapped onto the frequency of errors made in this online learning system. This mapping was stronger for the younger children, as well as for easy arithmetic problems. On an individual level, users showed more mouse movement towards their previously made response errors than towards other alternative options. This opens the possibility of adapting feedback and instruction on an individual basis through mouse tracking. 相似文献
9.
Elise A. Blas 《国际互联网参考资料服务季刊》2016,21(3-4):93-100
Evaluation of sources and information is an important part of information literacy and the research process. Evaluation skills and their application to daily life might be reduced to a checklist in a one-shot lesson or a semester-long information literacy class. To demonstrate the transferability of evaluation skills, one teaching librarian created an active-learning, online murder mystery to engage students. Instructors have established using games as an active-learning lesson in the face-to-face classroom. A murder mystery game challenges students to evaluate information from the course, verify the information using online searches, and demonstrate critical thinking skills in the context of a game. This case study explains the rationale of using such a game in an online, semester-long class, the process of creating the mystery, and its benefits in the virtual classroom. 相似文献
10.
This paper aims to investigate how a gamified learning approach influences science learning, achievement and motivation, through a context‐aware mobile learning environment, and explains the effects on motivation and student learning. A series of gamified learning activities, based on MGLS (Mobile Gamification Learning System), was developed and implemented in an elementary school science curriculum to improve student motivation and to help students engage more actively in their learning activities. The responses to our questionnaire indicate that students valued the outdoor learning activities made possible by the use of a smartphone and its functions. Pre‐ and post‐test results demonstrated that incorporating mobile and gamification technologies into a botanical learning process could achieve a better learning performance and a higher degree of motivation than either non‐gamified mobile learning or traditional instruction. Further, they revealed a positive relationship between learning achievement and motivation. The correlation coefficient for ARCS dimensions and post‐test shows that the ARCS‐A (attention) is greater than ARCS‐R, ARCS‐C and ARCS‐S. This means that the attention (ARCS‐A) of this system is an important dimension in this research. The results could provide parents, teachers and educational organizations with the necessary data to make more relevant educational decision. 相似文献
11.
YANG Yong-bo 《数字社区&智能家居》2008,(23)
当电脑游戏问世的时候,人们可能意识不到它所带来的社会影响。随着上个实际最后10年互联网迅速的发展,网络游戏也随之风靡全球。这带来了种种问题,广大教育工作者必须正视这些问题。而近几年来,娱乐教育的提出和发展,使教育工作者们的目光又聚焦到电脑游戏之上。电脑游戏的娱乐性如果能和教育应用结合起来,将极大地激发学习者的学习兴趣,提高学习效率和效果。电脑游戏这把双刃剑如果能被我们所掌握,将能改变其电子海洛英的恶名,而成为新的教学手段。 相似文献
12.
J. ter Vrugte T. de Jong P. Wouters S. Vandercruysse J. Elen H. van Oostendorp 《Journal of Computer Assisted Learning》2015,31(5):462-480
The present study addressed the effectiveness of an educational math game for improving proportional reasoning in prevocational education, and examined the added value of support in the form of reflection. The study compared four conditions: the game with reflection prompts, the game with reflection prompts plus procedural information, the game with procedural information only and the game without additional support. It was found that students' proportional reasoning skill improved after playing the game. The game managed to target prevocational students with low prior knowledge, a group that has the potential to understand proportional reasoning but has not yet encountered the right learning situation to live up to their potential. However, it was also found that students need to be computational fluent to profit from the game. Furthermore, no added value of the support was found. The way the support was structured may have been too demanding for most of the students. The fact that the prevocational students (and specifically those with low prior knowledge) improved by playing the game is noteworthy, because the topic of proportional reasoning is demanding for this group of students who often have lower abilities as well as in some cases a high resistance to learning. 相似文献
13.
Students' attitudes, their perceptions of cognitive and affective quality as predictors of attitudes, and the resulting intention toward learning with serious games remains ambiguous, largely due to the use of imprecise measures. The presented studies have aimed to develop and test a measurement of students' attitudes, perceptions, and intentions to learn with serious games in general, and to use the instrument to examine differences for the most common types of serious games, that is quiz, simulation, and adventure. To this end, a pretest (n = 301) and two main studies (Study 1: n = 135, Study 2: n = 375) were conducted. The developed instrument shows high reliability and convergent validity. Results demonstrate positive attitudes, positive cognitive perceptions, and high positive and low negative affective perceptions of students toward learning with serious games in general, as well as with different game types. Findings from a multivariate analysis of variance (MANOVA), however, indicate differences between the three game types that could be related to the perceptions of cognitive and affective quality. Predominately, compared to quizzes and adventures, simulations were perceived as more supportive for the comprehension and application of knowledge while promoting a less positive affect. Additionally, there was a significant difference due to gender. Whereas females reported higher perceptions of negative affective quality compared to males when serious games were addressed in general, answers to questions about the specific game types revealed a more detailed picture. In contrast to previous findings in existing literature, female students reported a more positive attitude, as well as higher perceptions of positive affective quality, than males for all three game types. These results stress the importance of examining the types of serious games separately and considering gender when evaluating students' attitudes and perceptions when learning with serious games. 相似文献
14.
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
15.
随着软件技术和网络的飞速发展,互联网技术越来越多地被应用到了教育领域,互联网教育以其日益丰富的形式和内容被越来越多的人接受和采纳.在线学习已经成为一种新型而且有效的学习方式.在线学习以其独有的时空无关性、及时性、可重复性等特点,使得每一个互联网用户都可以进行在线学习.同时也对在线学习系统提出了一项挑战——如何使学习系统在高并发访问下稳定运行?本文主要介绍以Dubbo分布式架构为后台服务的学习系统的设计与实现.该系统通过教育游戏吸引儿童注意力,提高学习积极性,引导儿童通过网络进行有效的学习;通过Dubbo分布式集群架构,缓解高并发访问时服务器的压力. 相似文献
16.
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
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18.
根据对中职生现状的分析,提出在建构主义理论指导下计算机专业课的教学,从建构主义理论指导下教学的理论,特点,注意事项几个方面设计,实施教学,以达到良好的教学效果。 相似文献
19.
郑深 《计算机光盘软件与应用》2012,(4):244+252
在教学中运用教育游戏,能够引发学习者的好奇心,激发学习者的兴趣,从而获得较好的教学效果。本文详细阐述了如何运用Flash软件,设计并开发适合小学数学教学,界面友好、操作方便的加减运算教育游戏。 相似文献
20.
基于Flow的教育游戏是随着虚拟现实技术实现而渐渐发展起来的一种特殊的游戏。它拥有游戏的沉浸感,又不缺失教育的意义。本文首先对沉浸性进行了图形分析,使人们能够更加直观地了解影响沉浸感的因素有哪些,并在此分析的基础上,对基于Flow的教育游戏从教学性评价、娱乐性评价、体验性评价及效果性评价几个主要方面的问题和解决的方法进行探讨,并对教育游戏的评价方式提出了自己的想法,从而为基于Flow的教育游戏的设计带来一定的帮助。 相似文献