NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1070089
Record Type: Journal
Publication Date: 2015
Pages: 12
Abstractor: As Provided
Reference Count: 71
ISBN: N/A
ISSN: EISSN-1436-4522
The Comparison of Solitary and Collaborative Modes of Game-Based Learning on Students' Science Learning and Motivation
Chen, Ching-Huei; Wang, Kuan-Chieh; Lin, Yu-Hsuan
Educational Technology & Society, v18 n2 p237-248 2015
In this study, we investigated and compared solitary and collaborative modes of game-based learning in promoting students' science learning and motivation. A total of fifty seventh grade students participated in this study. The results showed that students who played in a solitary or collaborative mode demonstrated improvement in learning outcomes. No significant difference was found between the two modes in terms of learning motivation. However, our qualitative results revealed critical insights into our understanding of the effectiveness of game-based learning. Game-based learning encourages students to explore science concepts explicitly and mindfully; furthermore, learning supplemented with collaborative learning can enrich the learning experience and collective problem solving that brings students to the next level of learning. The findings from this study may provide guidelines for what works in the context of game-based learning.
International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7; Junior High Schools; Middle Schools; Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan