دانلود رایگان مقاله استفاده از رویکرد یادگیری مبتنی بر بازی جهت بهبود عملکرد یادگیری و مهارت حرکتی کودکان

Abstract

Children love to play games, and early childhood is a critical time for developing motor skills. This study combined gesture-based computing technology and a game-based learning model to develop a gesture interactive game-based learning (GIGL) approach that was suitable for preschool children. In this research, the ASUS Xtion PRO was used as a game-based device to build a virtual interactive learning environment for preschoolers. The aim of this study was to implement the GIGL approach to improve the learning performance and motor skills (namely, coordination and agility) of the participants. Based on a quasi-experiment involving 105 preschoolers (average age 5.5 years), the results showed that the participants who used the GIGL approach demonstrated better learning performance and motor skills than those who used the traditional activity game-based learning approach, and the statistics showed a significant deviation between the two approaches. Thus, this study provides additional evidence that using a GIGL approach is an effective learning method that improves both learning performance and motor skills to a greater extent compared with the traditional activity game-based learning approach.

6. Conclusion

This research supported the effectiveness of the gesture interactive game-based learning approach. In the current study, a virtual interactive learning environment to improve preschoolers' coordination and agility was created. Moreover, by bridging the gap between game-based learning and gesture-based learning, this study provided evidence of engaging experiences that were created when using a gesture-based interface. This study also created a physical activity session based on the IPO game-based learning model (with the characteristics of Fantasy, Rule/Goal, Sensory Stimuli, Challenge, Mystery, and Control) to promote learning motivation. During the learning process, the instructor gave suitable feedback depending on the participants' behavior in order to spur their interest in the learning content and encourage them to accomplish the task through the playfulness of the game. Finally, the learning performance, coordination, and agility of the students in the experimental group improved significantly, which was the goal of building the virtual interactive learning environment. Based on the above conclusions, the recommendations for future research are as follows. First, the experimental scale should be extended to make the results more representative. There is much evidence suggesting that the GIGL approach is helpful in improving both learning performance and motor skills. However, the results of the current study are limited by the small scale of the experiment. The scale should cover different ages, regions, and races, and the time period should also be prolonged. Second, the GIGL approach should be applied to different subjects and motor skills. English learning, coordination, and agility were targeted in this study, but other subjects (e.g., Chinese, math, etc.) and motor skills (e.g., manipulative ability, balance, etc.) could be targeted for related teaching and learning. Several limitations are important to note. First, the research was conducted over a relatively short timeframe. A longitudinal design would be useful in assessing the cumulative effects on the students' learning performance and motor skills. Second, the experimental activities were exploratory and on a small scale. Therefore, it is difficult to infer that all preschool children will improve their learning performance and motor skills when instructed using a GIGL approach.