Exploring the Influence of Various Digital Game‐Based Learning Platforms on Critical Thinking.
Background: Current education increasingly emphasises the development and significance of Critical Thinking (CT), aiming to enhance individuals' adaptability in a rapidly evolving society. However, few effective teaching methods have been identified for integrating CT into existing on‐site courses....
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 6; pp. 1 - 15 |
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| Autores principales: | , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Dec2025
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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=189524201&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 189524201 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2025 vid: 41 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 189524201 189524201 189524201 10.1111/jcal.70141 189524201 ppf: 1 ppct: 14 formats: tig: atl: Exploring the Influence of Various Digital Game‐Based Learning Platforms on Critical Thinking. aug: au: Chuang, Tsung‐Yen Tsai, Szu‐Kai Lu, Yu‐Hsuan affil: Department of Information and Learning Technology, National University of Tainan, Tainan, Taiwan sug: subj: Gamification Learning Methods Critical Thinking Education Educational Technology Computer-Assisted Instruction Virtual Reality Human Simulations Cognition Student Attitudes Descriptive Statistics Comparative Studies ab: Background: Current education increasingly emphasises the development and significance of Critical Thinking (CT), aiming to enhance individuals' adaptability in a rapidly evolving society. However, few effective teaching methods have been identified for integrating CT into existing on‐site courses. While previous studies have focused on the advantages of Digital Game‐Based Learning (DGBL) in CT education, there remains a lack of in‐depth evaluation and comparative analysis of the different platforms employed—such as Virtual Reality (VR) and Personal Computer (PC) environments. Objectives: This study aims to examine the differences in CT efficacy across various DGBL platforms, as well as to analyse the effects of incorporating seven CT teaching steps into digital games on the development of CT skills among elementary students. Methods: The study employs a custom‐made digital game with two versions (VR and PC) integrated with the seven CT teaching steps. It is designed as a quasi‐experiment involving 40 participants, equally divided into a VR group (N = 20) and a PC group (N = 20). Students' CT abilities are evaluated before and after the teaching activities. Additionally, interviews are conducted to further explore students' experiences and perceptions of the two teaching platforms, with a particular focus on how these platforms facilitate the development of their CT skills. Results and Conclusions: The results indicate that participants in the VR group engaged in DGBL demonstrate significant enhancements in CT abilities, particularly within the category of 'Interpretation'. This observation suggests that the operational framework of the VR platform fosters a comprehensive observational capacity among students. Moreover, the evidence substantiates that different digital game platforms exert varying influences on the development of CT, thereby illustrating the potential of VR as a particularly effective tool for promoting CT in educational contexts. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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