The influences of contextualized media on students' science attitudes, knowledge, and argumentation learning through online game‐based activities.
The present study defined three levels of contextualized media and investigated their influences on students' science attitudes, comprehension, and argumentation. To achieve the purpose, an online game‐based science argumentation (OGSA) program was developed for the experiments (N = 148). The OGSA i...
| Published in: | Journal of Computer Assisted Learning Vol. 34; no. 6; pp. 884 - 899 |
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| Format: | consumer/patient teaching materials pictorial research tables/charts randomized controlled trial Journal Article |
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Wiley-Blackwell
Dec2018
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=132914553&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 132914553 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2018 vid: 34 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 132914553 132914553 132914553 10.1111/jcal.12297 132914553 ppf: 884 ppct: 15 formats: tig: atl: The influences of contextualized media on students' science attitudes, knowledge, and argumentation learning through online game‐based activities. aug: au: Lin, Yu‐Ren affil: Institute of Science Education and Communication, Central China Normal University, Wuhan People's Republic of China sug: subj: Student Attitudes Achievement Tests Video Games Learning Methods Program Development Computer-Assisted Instruction Science Student Knowledge Communications Media Random Assignment Quasi-Experimental Studies Teaching Methods Aptitude Tests Coefficient alpha Descriptive Statistics Analysis of Covariance Post Hoc Analysis Pretest-Posttest Design Analysis of Variance Multivariate Analysis Human Randomized Controlled Trials ab: The present study defined three levels of contextualized media and investigated their influences on students' science attitudes, comprehension, and argumentation. To achieve the purpose, an online game‐based science argumentation (OGSA) program was developed for the experiments (N = 148). The OGSA included three versions for student argumentation regarding the use of contextualized medias: the mildly, moderately, and highly contextualized medias. For each version, the students had to play two types of games, find‐the‐fault and find‐the‐difference games, to complete one topic of argumentation learning. We found that the highly contextualized group students had the best performances of their science learning and argumentation. However, to produce highly contextualized media was a time‐consuming task although it provided the students with contextualization cues to connect the learning to their prior knowledge. Lay Description: What is already known about this topic: Teaching argumentation has become increasingly prevalent and also an essential goal for science education.The use of images in learning plays an important role in facilitating students' understanding of science concepts and theories, because it makes the learning contextualizing and can boost the learning outcomes. However, the explanation on the relationship among the use of images, contextualized environment, and learning outcomes remain few.A number of online learning environments were developed to support students' science argumentation. However, few studies based on the elements of gameplay for the design. What this paper adds: The present study defined three levels of contextualized images and investigated their influences on students' science attitudes, comprehension, and argumentation.High school students needed images that are at least moderately contextualized and related to their prior knowledge in order to achieve high‐quality (that is, rational and evidence‐based) argumentation in terms of claims, warrants, rebuttals, and questions.We found that contextualized level of image is a factor significantly affecting on students' learning of science attitudes, comprehension of science concepts, and argumentation. Implications for practice and/or policy: The integration of multiple types of game‐based learning (e.g., find fault and find difference) into the development of online learning environments would constitute an innovative approach for educational instructions.We provided an example on how to integrate different images in terms of their contextualized level into the development of online game‐based program for the learning of science argumentation. pubtype: Academic Journal doctype: consumer/patient teaching materials pictorial research tables/charts randomized controlled trial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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