A contextual game-based learning approach to improving students' inquiry-based learning performance in social studies courses |
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Affiliation: | 1. Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, 43, Sec.4, Keelung Rd., Taipei, 106, Taiwan;2. Graduate Institute of Applied Science and Technology, National Taiwan University of Science and Technology, 43, Sec.4, Keelung Rd., Taipei, 106, Taiwan;1. Department of Communication Sciences, iMinds-MICT-Ghent University, Belgium;2. Department of Data Analysis, Ghent University, Belgium;1. Research Institute of Child Development and Education, University of Amsterdam, Postbus 15780, 1001 NG Amsterdam, The Netherlands;2. Leiden University Graduate School of Teaching, Leiden University, Wassenaarseweg 62A, 2333 AL Leiden, The Netherlands;1. Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, 43, Sec. 4, Keelung Rd., Taipei, 106, Taiwan;2. Department of Technology Application and Human Resource Development, National Taiwan Normal University, Taiwan |
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Abstract: | Inquiry-based learning, an effective instructional strategy, can be in the form of a problem or task for triggering student engagement. However, how to situate students in meaningful inquiry activities remains to be settled, especially for social studies courses. In this study, a contextual educational computer game is developed to improve students' learning performance based on an inquiry-based learning strategy. An experiment has been conducted on an elementary school social studies course to evaluate the effects of the proposed approach on the inquiry-based learning performances of students with different learning styles. The experimental results indicate that the proposed approach effectively enhanced the students' learning effects in terms of their learning achievement, learning motivation, satisfaction degree and flow state. Furthermore, it is also found that the proposed approach benefited the “active” learning style students more than the “reflective” style students in terms of learning achievement. This suggests the need to provide additional supports to students with particular learning styles in the future. |
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Keywords: | Elementary education Human–computer interface Interactive learning environments Teaching/learning strategies |
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