دانلود رایگان مقاله ترویج یادگیری علم در یادگیری مبتنی بر بازی با سوال و انتقادات و پیشنهادات

Abstract

The purpose of this study was to examine the effects of the types of question prompts (Knowledge vs. Application Prompts) and feedback types (Knowledge of Correct Response (KCR) vs. Elaborated Response (ER) on science learning outcomes in a game-based learning environment. One hundred and five students from a secondary school in Taiwan were randomly assigned into four conditions: Knowledge-KCR, Knowledge-ER, Application-KCR, and Application-ER in a game-based learning environment to learn the concepts of force and motion. The results suggested that students with the knowledge prompts outperformed students with application prompts. In addition, we found that the types of question prompts and the types of feedback had an interaction effect on students' learning. Specifically, students with ER feedback performed better than those with KCR feedback when knowledge prompts were given; however, students with KCR feedback performed better than those with ER feedback when application prompts were given.

5. Conclusion and future study

The current study extended our previous studies to examine the effect of GBL on vocational middle school students' learning in science (Chen & Law, 2016; Chen, Wang, & Lin, 2015), particularly when different question prompts and feedback were built in the game. The results showed that knowledge prompts significantly enhance students learning when comparing with application prompts. While KCR or ER did not make significantly differences on students' learning, the current study found that types of question prompts and the types of feedback had an interaction effect on students' learning. Students with ER performed better than those with KCR when knowledge prompts were given. Students with KCR performed better than those with ER when application prompts were given. While the results provided some interesting insights in GBL, limitations exist in the design of our experiment. First, we only compared the effects of two types of question prompts. There was no control group that received no question prompts. As a result, the experiment did not answer whether these kinds of questions prompts would have a positive effect of gamebased learning or not. Some educational game researchers argued that external scaffold may negatively influence game flow (e.g., Tsai et al., 2013). However, other educational game literature suggested that external scaffold can enhance learning (e.g., Neulight et al., 2006). Future research should make a comparison between the scaffold and no-scaffold conditions in GBL and examine the differences on the feedback that is based on gameplay decisions instead of to the external scaffolds. In addition, we may collect and analyze game log data to gauge complete pictures of how students interact with or react to different scaffolds, and how those external scaffolds influence learning. Other research efforts may involve examining the transfer effect of question prompts and feedback on students' understanding of complex science concepts and how game performance influence students' learning. Finally, future studies may investigate the effect of question prompts and feedback using a sample of students with different characteristics and a larger number of sample size.