Using commercial video games in flipped classrooms to support physical concept construction.
Abstract: 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 classro...
| Publicado en: | Journal of Computer Assisted Learning Vol. 34; no. 5; pp. 602 - 615 |
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| Autores principales: | , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Oct2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=131662435&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 131662435 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Oct2018 vid: 34 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 131662435 131662435 131662435 10.1111/jcal.12267 131662435 ppf: 602 ppct: 13 formats: tig: atl: Using commercial video games in flipped classrooms to support physical concept construction. aug: au: Ye, S.‐H. Hsiao, T.‐Y. Sun, C.‐T. affil: Department of Computer Science, National Chiao Tung University, Taiwan, Republic of China sug: subj: Teaching Methods Taiwan Video Games Taiwan Outcomes of Education Taiwan Human Quasi-Experimental Studies Adolescence Female Male Analysis of Covariance One-Way Analysis of Variance T-Tests Taiwan Adolescent: 13-18 years Female Male ab: Abstract: 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. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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