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Deniozou, Thaleia. „Investigating the potential of mobile games as learning environments for independent adult skill development“. Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/22926.
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The research described in this thesis is grounded in the fields of independent adult learning, user experience for mobile applications and game design. It considers the case for mobile game-based learning in the context of informal microlearning and investigates the potential of mobile games to assist the independent skills development of adults. Initial research found that adults expressed positive attitudes towards the idea of learning with a mobile game, while even those who did not use mobile games recreationally appeared positive to using them if they perceived them as an effective way to develop their skills. Guidelines were then developed to inform the design of effective mobile learning games based on theories of adult learning, game-based engagement, mobile usability and mobile game design. These guided the development of a mobile game prototype aimed at assisting adults, speakers of English as a second language, to build their academic vocabulary. To evaluate the effectiveness of the prototype, a mixed methods approach combining quantitative and qualitative data collection instruments was utilised. Player engagement and system usability were measured rather than direct measures of learning outcomes. Overall the results were encouraging since evaluation participants were found to be engaged by the activity and able to easily pick up the game and play. Additionally, qualitative data on participants’ experiences and perceptions were collected, which supported initial research findings on the positive attitudes of adults towards using mobile games for learning. Though caution is recommended when generalising the evaluation results, the potential of mobile games for the independent learning of adults was supported. Overall this research offers a rationale for the use of mobile game-based learning, an insight into the nature of adult learners’ needs and their mobile devices usage patterns, a critical discussion on the type of learning that would be appropriate for the context, a set of guidelines for the design of mobile learning games, and finally a discussion of evaluation methods along with a collection of empirical data on the post-experiential attitudes of adults with regards to mobile games for learning.
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Hess, Taryn. „COMPARISON OF LEARNING EXPERIENCES AND OUTCOMES BETWEEN A SERIOUS GAME-BASED AND NON-GAME-BASED ONLINE AMERICAN HISTORY COURSE“. Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2108.
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The use of online courses continues to increase despite the small amount of research that exists on the effectiveness of online educational environments. The little research that has been conducted has focused on evaluating factors taken into consideration during the adoption of online learning environments. One notable benefit often cited is the ability to incorporate multimedia such as video games. Although game researchers and developers are pushing for the use of video games for educational purposes, there is a lack of research on the effectiveness of serious video games. When paring the increasing use of online educational environments, the push to use serious video games, and the lack of research on the effectiveness of online learning environments and video games, there is a clear need for further investigation into the use of serious video games in an online format. Based on current literature, no other known study has conducted an analysis comparing a serious game-based and non-game based online course; making this a unique study. The purpose of this study was to compare student learning experiences and outcomes between a serious game-based and non-game based online American History course. The data sources were data provided from Florida Virtual School (FLVS) and student and teacher interviews. Random samples of 92 students were statistically analyzed. A group of 8 students and 4 teachers were interviewed. FLVS data provided were analyzed using an independent t-test and the Mann-Whitney test and the student and teacher interview were analyzed using thematic analysis. Results of an independent t-test revealed that there was a significant (p < .01) difference in the mean number of days necessary to complete the course (MGB = 145.80, SDGB = 50.64, MNGB = 112.63, SDNGB = 49.60). The Mann-Whitney results indicated a significant difference between course performance and the type of American history course (Z = -5.066, p < .01); students in the serious game-based online course had an A average whereas students in the non-game-based online course had a B average. The thematic analysis of the relationship between student performance and motivation in both courses indicated that students and teachers of the game-based online course provided more reasons for student motivation than the students and teachers in the non-game-based online course. The thematic analysis of what aspects do students perceive as helpful and/or hindering to their learning indicated that students and teachers of the game-based online course provided more desirable, more helpful, less undesirable, and less hindering aspects for their course than the students and teachers in the non-game-based online course. As a result of the unique nature of this study, the findings provide new information for the fields of research on online learning, serious video gaming, and instructional design as well as inform instructional-designers, teachers, education stakeholders, serious video game designers, and education researchers.Ph.D.
Other
Education
Education PhD
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Mosiane, Segomotso. „Antecedents to the effectiveness of game-based learning environments for the Net generation: A game task fit and flow perspective“. Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/25408.
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Purpose: There is a general consensus that games are effective as learning tools. There is however, a lack of knowledge regarding what makes games effective as a learning tool. The purpose of this study is therefore to answer the question: what are the antecedents of an effective game-based learning environment for the Net generation? The Net generation comprises individuals who prefer to learn using games as a tool. Aim: The aim of this dissertation is to develop a conceptual framework that reflects the antecedents of an effective game-based learning environment for the Net generation. The conceptual framework combines the IS Success Model, and the Task-Technology Fit and Flow theory. Method: The study used a quantitative method. Data was collected using an online instrument. The study used 125 participants from mainly the United Kingdom, United States and South Africa. The model was validated using confirmatory factor analysis and tested using multiple regression analysis. Key Findings: The identified antecedents of effectiveness are Game-Task Fit and Flow, where Flow consists of Clear Goals, Feedback and Concentration. Additionally, the Use factor in the model is replaced by Perceived Usefulness. The Conceptual Framework can be used as an evaluation tool for effective game-based learning environments for the Net generation.
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Robberts, Anna Sophia. „Design principles to create an enabling game-based learning environment for the development of 21st century skills“. Thesis, University of Pretoria, 2002. http://hdl.handle.net/2263/78491.
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Learning environments that intrigue the Generation Z learner while transferring communication, collaboration, creativity and critical thinking skills are what is needed to prepare this generation for the challenges that they are going to face in the 21st century. This research focuses on design principles that would help educators and students in designing (and co-designing) game-based learning environments conducive to not only transferring content knowledge, but also of the most applauded skills that new graduates are compelled to possess. Employers agree that the students do not have what it takes to be successful in the 21st century workplace. Especially in South African context, the focus of higher education institutions can therefore not only be on content delivery, but has to also be on the development of the 4Cs, communication, collaborations, creativity and critical thinking.
The research was conducted at the University of Pretoria where an existing reality game, The Amazing Race, was adapted and re-conceptualised for educational purposes. The overarching search for design principles that could be beneficial in the implementation of a game-based learning environment was guided by an investigation of the elements of the game implemented, the characteristics of games and finally the opportunities afforded to develop the 4Cs. The freshman engineering students’ experiences are discussed using the students’ own voices, and the design principles that surfaced are discussed. It seems as if there are distinct principles that could ease the efforts of practitioners in the implementation of similar learning environments. Further research is needed to refine the principles to other learning environments.Thesis (PhD)--University of Pretoria, 2019.
Science, Mathematics and Technology Education
PhD
Unrestricted
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Abu, Dawood Sumayah Mohammadlutfi. „Students' Attitudes toward Educational Gamification in Online Learning Environments“. Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505265/.
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This study explored undergraduate and graduate students' attitudes toward the pleasurability of educational gamification in online learning environments. The study is a sequential explanatory mixed-methods research that investigated students' attitudes quantitatively, then qualitatively. In the quantitative phase, an online survey, the Pleasurable Learning Experiences scale (PLLEXs), was administrated at one of the largest public southwestern universities in the U.S. (N = 119). The qualitative phase involved conducting eight semi-structured interviews with selected participants. The PLLEXs uses a 4-point Likert scale that encompasses 4 subscales: (a) Preferences for Instructions, (b) Preferences for Instructors' Teaching Styles, (c) Preferences for Activities, and (d) Preferences for Learning Effectiveness. A series of analyses of variances (ANOVAs) were used to identify predictors of students' overall attitudes toward educational gamification. The main findings were: (a) students had strong preferences toward educational gamification with Preferences of Instructions rated the highest subscale and Preferences for Activities rated the lowest subscale, (b) major was a statistically significant predictor of students' attitudes toward educational gamification, (c) international students had statistically significant lower preferences toward educational gamification compared with U.S. domestic students, (c) online learning experiences measured by the number of previous online courses and the number of hours spent weekly on computers for academic-related work were statistically significant predictors of students' attitudes toward educational gamification, (d) instructor's feedback was the most important aspect and online collaboration was the most challenging aspect in online learning environments, and (e) the use of multimedia in LMSs can support or hinder teaching and learning activities.
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Methaneethorn, Jutima. „Towards motivation modelling within a computer game based learning environment“. Thesis, Connect to e-thesis, 2008. http://theses.gla.ac.uk/250/.
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Thesis (Ph.D.) - University of Glasgow, 2008.Ph.D. thesis submitted to the Faculty of Education, Department of Educational Studies, University of Glasgow, 2008. Includes bibliographical references. Print version also available.
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Hyndman, Jennifer. „AmbiLearn: a game-based assessment for learning environment for primary schools“. Thesis, Ulster University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.593639.
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Computer technology plays an important role in our everyday lives and it has now been introduced into the mainstream education system with the core objectives of enhancing classroom teaching and improving the pupil learning experience. In Northern Ireland a Virtual Learning Environment (VLE) infrastructure, called LearningNI, is currently in place. However, government reports and school statistics suggest that this VLE's usage across the primary school sector is rather disappointing. In an effort to determine the factors impeding its success in the primary school sector and to redress the limited usage, this research focuses on how technology can be deployed in a positive way with regard to teaching, learning and assessment. Computer assisted approaches to developing and supporting children's education together with the importance of classroom assessment for learning, leads to consideration of the potential of a number of current learning support technologies. Educationally related technologies such as VLEs, serious games and virtual worlds are investigated with regard to how they can play a potential role in facilitating teaching and assessment as well as providing an enjoyable pupil learning experience. This thesis proposes a content neutral game-based approach, with educational design principles incorporating behaviourism theory and complementing a cognitive theory, to enhance a typical VLE for primary school assessment for learning. This hybrid game-based approach is demonstrated via a prototype system, called AmbiLearn. AmbiLearn consists of a VLE platform, developed with a content creation capability, a game module and a reporting module. This game-based approach which is generic in nature, content neutral and learning theme independent, aims to complement classroom teaching and support class reporting with an emphasis on assessment for learning. Evaluation of AmbiLearn is conducted via a field study with teachers and pupils from the local primary school sector. Results from this study are reported as promising with regard to system interaction and usage, the motivating impact of the game dynamic and the enhancement of assessment for learning. Future work considers the enhancement of AmbiLearn to act as a platform for further investigation into the role a game based learning environment can play in assessment for learning at primary school level
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Byun, JaeHwan. „EFFECTS OF CHARACTER VOICE-OVER ON PLAYERS' ENGAGEMENT IN A DIGITAL ROLE-PLAYING GAME ENVIRONMENT“. OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/595.
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Learner engagement has been considered one of the keys that can lead learners to successful learning in a multimedia learning environment such as digital game-based learning. Regarding this point, game-based learning advocates (e.g., Gee, 2003; Prensky, 2001) have asserted that digital games have great potential to engage learners. Nonetheless, there have been only a small number of empirical research studies of players' engagement, and there is little consensus on which elements of digital games critically engage people in play (Garris, Ahlers, & Driskell, 2002). Furthermore, despite the possibility that sensory stimuli can be factors influencing digital game players' engagement, there have been very few attempts to examine empirically the relationship between engagement and sensory stimuli. This study examined the effects of game characters' voice-over in digital games on players' engagement, by using a short digital role-playing game modified from Neverwinter Nights 2. A randomized control-group post-test only design was used to collect data from 74 participants (22 female, 52 male); engagement was measured by a modification of the Game Engagement Questionnaire (Brockmyer et al., 2009). Data analysis revealed that the GEQ mean scores of the participants who played the game with voice-over was much higher than that of the participants who played without voice-over. The difference of the mean scores between the two groups was statistically significant (t = 2.45, df = 72 p = .02), and the effect size, Cohen's d, was .58 (moderately significant). The results of this study will guide educational practitioners to the identification of more effective ways of adopting, developing, and modifying digital games for educational purposes, as well as furthering the research and guiding the practice in instructional multimedia design and development.
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Hauer, Marina. „A game-based learning approach to building conservation education in UK undergraduate built environment degrees“. Thesis, University of Portsmouth, 2012. https://researchportal.port.ac.uk/portal/en/theses/a-gamebased-learning-approach-to-building-conservation-education-in-uk(065a1b5d-dc9f-4d4e-bed3-6b5aa7cf1d00).html.
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Across the globe, the historic (built) environment is counted among a country's most precious cultural commodities, which despite its popularity remains exceptionally vulnerable and in constant danger of deterioration and decay. Due to an unusually high density of historic structures in need of protection coupled with a strong property and construction sector, this issue is more prominent in the UK than in other developed country. Built environment professionals regularly encounter historic and protected structures in their professional practice and exhibit a general tendency towards principle support of the concept of conservation. Nonetheless, the heritage discourse and with it the discussion of architectural conservation principles, issues and implications in relation to other built environment professions is, by and large, woefully absent from formal professional education at the tertiary level. This thesis investigated various forms of conservation education in respect to their nature and extent in the context of UK undergraduate built environment degrees in a mixed-methods research approach. The findings suggest that while practitioners as well as educationalists and building conservation specialists all agree to the importance of conservation to both cultural fabric and built environment sector, neither shows concrete tendencies to introduce the heritage discourse into (built environment) higher education on a wide scale. Conservationists prefer to focus their heritage appreciation programmes on young children, while practitioners and built environment educationalists claim building conservation education to be of little relevance to their professional education. In between, the average built environment student is released into professional practice woefully unprepared for encounters with historic, let alone protected structures. This thesis proposes to include adult learners at tertiary level into the built heritage discourse on a much wider scale by suggesting the development of a curriculum for novice conservation education and a subsequent Conservation Game as a custom-created digital teaching and learning tool building on the principles of experiential and game-based learning to be implemented in higher education institutions across the UK. Modelled on Dawid W. Shaffer's Epistemic Games, the theoretic and conceptional background behind the Conservation Game is laid out as an interactive and engaging simulation of conservation practice to introduce conservation novices to concept and practice in a risk free, fun environment with the aim to increase baseline building conservation understanding and appreciation in young UK built environment practitioners.
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Johansson, Linda. „The role of serious games in communication and education of climate change“. Thesis, Linköpings universitet, Tema Miljöförändring, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-151289.
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Communicating climate change in a manner that spurs engagement and motivates actions among the public is a challenging task, due to its complex nature with many uncertainties. The same problem is evident when communicating climate adaptation where there often are trade-offs made between different needs. Information and communication technology is an area that has been highlighted as a possible form to communicate climate change, especially to youth due to their generally good technological skills. In this study, an application of information and communication technology, a digital serious game, has been studied in the context of communicating and educating about climate adaptation in schools. A total of 96 students and three teachers have been part of the study and the material was analysed using a thematic analysis. The aim of the study was to see how students and teachers reflect on the possibilities and challenges with using games to communicate and educate. In addition, the role of serious gaming in experiential learning was explored, which is a commonly used theory when studying serious games. The results revealed that serious games could play a role in communicating and educating about climate change, where the participants highlighted the game’s focus on local perspectives and solutions. The respondents also found that games could provide a more active learning process allowing the students to make decisions and see the results of their choices, an approach that could open up for discussion and reflection, which are important aspects found in the theory of experiential learning.
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Henriques, Mariana Veiga. „Sustentabilidade ambiental : um estudo sobre o impacto dos sistemas de informação na aprendizagem baseada em jogos e sobre gamificação“. Master's thesis, Instituto Superior de Economia e Gestão, 2019. http://hdl.handle.net/10400.5/19415.
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Mestrado em Gestão de Sistemas de InformaçãoO estudo tem como objetivos compreender a influência dos sistemas de informação em processos de aprendizagem baseados em jogos e o impacto de processos de aprendizagem baseados em jogos e gamificados na educação sobre a sustentabilidade ambiental. Para cumprir estes objetivos, foi selecionada uma amostra de 75 crianças que foi exposta tanto a um processo de aprendizagem baseados em jogos, com e sem acesso a sistemas de informação, como a um processo gamificado. O estudo revelou que os jogos com recurso a computadores (aprendizagem baseada em jogos com acesso a sistemas de informação) e processos educacionais gamificados, sobre temáticas que envolvem o meio ambiente e práticas conscientes de consumo, permitem educar e motivar os alunos, acerca de tópicos relativos à sustentabilidade ambiental.
The study aims to understand the impact of information systems on game- based learning processes and the impact of game-based and gamified learning processes on environmental sustainability awareness. To meet these objectives, a sample of 75 children was selected and exposed to both a game-based learning process, with and without access to information systems, and a gamified process. The study found that computer-based games, with access to information systems, and gamified educational processes on environment-related issues allow educating and motivating students about environmental sustainability.
info:eu-repo/semantics/publishedVersion
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Pisinthpunth, C. „A Guideline for Environmental Games (GEG) and a randomized controlled evaluation of a game to increase environmental knowledge related to human population growth“. Thesis, Coventry University, 2015. http://curve.coventry.ac.uk/open/items/ab227155-e0c9-4389-a76c-33b9f8283fcf/1.
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People often have very little knowledge about the impact of unsustainable human population growth on the environment and social well-being especially in developing countries. Therefore, an efficient method should be explored in order to educate, and if possible, to convince the members of the public to realize the environmental and social problems caused by the unsustainable population growth. Digital Game-Based Learning (DGBL) has been highlighted by some studies as an innovative tool for learning enhancement. While only a handful of studies have scientifically evaluated the impact of DGBL on knowledge outcomes, the approach is an attractive tool to increase knowledge and motivate engagement with environmental issues surrounding population growth because of its potential to improve learners’ motivation and engagement thereby compared to traditional learning approaches. Therefore, the three primary research questions for this study are: 1) "Can a single-player digital game be an appropriate and attractive learning application for the players to gain insight about the relationship between the growing human population and the environmental issues?" 2) "How can we design environmental games for the players to gain insights about the relationship between the growing human population and the environmental issues via playing a game?" and 3) "What are the obstacles preventing the players from adapting environmental knowledge obtained from the learning mediums into the real-life?" To inform the development of an efficacious DGBL game to impact learning outcomes, critical reviews of environmental issues related to population growth as well as critical reviews of commercial and serious environmental games in terms of their educational and motivational values were undertaken in this study. The results of these critical reviews informed the development of a Guideline for Environmental Games (or GEG). The GEG was developed by combining the engaging game technology with environmental learning and persuasion theories. The GEG was then used to inform the development of a prototype game called THE GROWTH; a single-player, quiz-based, city-management game targeting young adolescents and adults. Multiple evaluation methods of the game were used to answer the three key research questions mentioned earlier. These methods included: 1) The Randomized Controlled Trial approach (RCT) where the participants were systematically divided into the experimental and the control group respectively and their knowledge scores (quantitative data) compared and analyzed, 2) The participants’ abilities to recall and describe the environmental and well-being issues were collected and analyzed qualitatively using The Content Analysis method (CA) and, 3) The participants’ overall feedback on the learning mediums was collected and analyzed to evaluate the motivational values of THE GROWTH itself. To this end, THE GROWTH was evaluated with 82 Thai-nationality participants (70 males and 12 females). The results showed that participants assigned to play THE GROWTH demonstrated greater environmental and social-well-being knowledge related to population growth (F(1,40) = 43.86, p = .006) compared to the control group participants assigned to a non-interactive reading activity (consistent with material presented in THE GROWTH). Furthermore, participants who played THE GROWTH recalled on average more content presented in the game when compared to participants who were presented with similar content in the reading material (t (59) = 3.35, p = .001). In terms of level of engagement, the study suggested that participants assigned to the game were more engaging with their learning medium on average when compared to participants assigned to the non-interactive reading activity. This is evidenced by the longer time participants spent on the task, the activity observed from participants’ recorded gameplay, and their positive responses in the survey. The semi-structured interviews used in this study highlighted the participants’ attitudes towards the environmental, social, and technological issues. Although the participants’ perceived behavioural intention towards the environmental commitments were not statistically differed between the two study group, their responses still provide some evidences that leaps may occur from the learning mediums to the real-world context. Furthermore, these responses can be valuable evidences for the policy makers and for the future development of environmental serious games. Overall, the results suggested that digital environmental games such as THE GROWTH might be an effective and motivational tool in promote the learning about sustainable population size, the environment, and the social well-being. The game’s ability to convince the participants to change towards sustainable lifestyles, however, might be subjected to the future research and other real-world circumstances such as the governmental and public supports. In summary, the research in this thesis makes the following contributions to knowledge: • The Guideline for Environmental Games (GEG) contributes to knowledge about making theoretically-based environmental games. It has particular significance because the guideline was validated by demonstrating learning improvements in a systematic randomized controlled trial. • The use of Multi-Strategy Study Design where multiple systematic evaluation methods were used in conjunction to provide conclusive findings about the efficacy of DGBL to impact outcomes. • THE GROWTH itself is a contribution to applied research as an example of an effective DGBL learning tool.
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Dahl, Karipidis Tim Oscar. „"Cibo" - A serious game raising awareness for the effect that different food has on the environment“. Thesis, Malmö universitet, Fakulteten för teknik och samhälle (TS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-20094.
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Climate change might be our time's defining issue and our way of producing and consuming food is a large contributor of global climate change. This thesis investigate the possibility of using serious gaming with the intent of raising awareness for the difference in emissions of distinct food types. With the development of a serious game, this paper aims to raise awareness for these issues among university students. The game was evaluated with nine university students and the results suggests that the use of serious gaming with the intent of raising awareness for the difference in emissions of distinct food types show potential, however it was unclear whether or not the students gained a wider understanding of the issue or only acquired some factual knowledge.
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Albin-Clark, Adrian. „Simulating characters for observation : bridging theory and practice“. Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/simulating-characters-for-observation-bridging-theory-and-practice(eb68b4be-2122-4512-b7ba-ae86262f1b18).html.
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Observations of young children are conducted in an educational setting by practitioners to plan and assess activities based on the individual development and needs of the child. Challenges include: recording, how to be an observer rather than a participant, and connecting developmental theory to observable behaviour.Several projects have simulated children in their learning environments, aimed mainly at pre-service teachers, but these have neither been for young children where the activity is play-based nor where the adult is supportive of the child's interests. Some simulations have used 3D graphics to represent a child via a role-playing adult but there have been few attempts to use autonomous characters.A novel real-time interactive 3D graphical simulation—Observation—was developed, providing a physical sandbox for users to: add autonomous characters (representing children), add objects, and customise the play-based environment. The definitions of the characters were informed by the findings from early childhood research. The simulation was evaluated using two complementary serious game frameworks and its utility was evaluated by professionals within the field of early childhood education comprising university students and educators, and local education authority advisors. An explorative, mixed methods approach was taken, triangulating across: a pilot study and a main study; different research instruments (simulation activity plus questionnaire, focus groups, interviews); and a range of participants. The simulation has utility because: it is an interesting way to explore the behaviours of young children, the theoretical understanding behind children's play can be deepened, and observational skills can be developed. The simulation has wide appeal because the perceived utility of the simulation is not influenced by: professional experience, number of real-life observations of young children, or time spent playing video games. Age is considered to be the most important omission from the abstract character in the simulation.
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Wilhelm-Stein, Thomas. „Information Retrieval in der Lehre“. Doctoral thesis, Universitätsbibliothek Chemnitz, 2016. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-199778.
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Das Thema Information Retrieval hat insbesondere in Form von Internetsuchmaschinen eine große Bedeutung erlangt. Retrievalsysteme werden für eine Vielzahl unterschiedlicher Rechercheszenarien eingesetzt, unter anderem für firmeninterne Supportdatenbanken, aber auch für die Organisation persönlicher E-Mails. Eine aktuelle Herausforderung besteht in der Bestimmung und Vorhersage der Leistungsfähigkeit einzelner Komponenten dieser Retrievalsysteme, insbesondere der komplexen Wechselwirkungen zwischen ihnen. Für die Implementierung und Konfiguration der Retrievalsysteme und der Retrievalkomponenten werden Fachleute benötigt. Mithilfe der webbasierten Lernanwendung Xtrieval Web Lab können Studierende praktisches Wissen über den Information Retrieval Prozess erwerben, indem sie Retrievalkomponenten zu einem Retrievalsystem zusammenstellen und evaluieren, ohne dafür eine Programmiersprache einsetzen zu müssen. Spielemechaniken leiten die Studierenden bei ihrem Entdeckungsprozess an, motivieren sie und verhindern eine Informationsüberladung durch eine Aufteilung der LerninhalteInformation retrieval has achieved great significance in form of search engines for the Internet. Retrieval systems are used in a variety of research scenarios, including corporate support databases, but also for the organization of personal emails. A current challenge is to determine and predict the performance of individual components of these retrieval systems, in particular the complex interactions between them. For the implementation and configuration of retrieval systems and retrieval components professionals are needed. By using the web-based learning application Xtrieval Web Lab students can gain practical knowledge about the information retrieval process by arranging retrieval components in a retrieval system and their evaluation without using a programming language. Game mechanics guide the students in their discovery process, motivate them and prevent information overload by a partition of the learning content
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Wang, Wei-chi, und 王偉錡. „The Application of Game-Based Learning to Self-Organized Learning Environments“. Thesis, 2014. http://ndltd.ncl.edu.tw/handle/87889439981815512621.
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碩士國立中山大學
資訊管理學系研究所
102
The “Self-Organized Learning Environments (SOLE),” proposed by Sugata Mitra, emphasize group-based child-driven learning. In this research a Game-Based Learning App is designed and developed to support SOLE. The analysis shows that is App is able to effectively support six of the seven SOLE elements. The result therefore validates that mobile technology and game-based design can promote SOLE.
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Song, Zhenyu. „Designing game-based interactive mathematics learning environments for children“. Thesis, 2002. http://hdl.handle.net/2429/13975.
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With the tremendous growth of the use of computers in schools, sound research is needed on how to design interactive learning environments that effectively help children by promoting reflective cognition and better learning. The research described in this thesis addresses the following questions in designing interactive mathematics learning environments for children: a) How should a learning environment motivate children to explore the underlying mathematical concepts? b) How should the user interface be designed to support children's learning of mathematical concepts? c) What are some design features that are effective in promoting reflective cognition and better learning? d) How should a learning environment meet children's affective needs? What are some design features that can make children's learning of mathematics more enjoyable? Bubble Puzzle, a game-based interactive learning activity aimed at assisting elementary school children in understanding fractions was developed. Techniques such as visual feedback and scaffolding were used in the design to promote reflective cognition. Two studies with 47 elementary school children were conducted to evaluate the educational effectiveness and the design features of Bubble Puzzle. It was found that playing the game helped children gain a better understanding of the underlying mathematical concepts, and led to statistically significant improvements on test scores. The results suggest that Bubble Puzzle provided a motivating learning environment, and that the entertainment features of the game matched children's interests and were conducive to children's enjoyment of the learning activity.
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Cheng, Chun-Hao, und 鄭鈞豪. „The Development of Gender-Equality Game-based English Learning Environments“. Thesis, 2018. http://ndltd.ncl.edu.tw/handle/xgk6j9.
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碩士國立中央大學
網路學習科技研究所
106
With the advance of globalization, English is applied in various fields. Thus, English is not only a communicating tool, but also plays an important role in the world. In other words, there is a need to improve learner' English abilities. However, academic English is more difficult than common English. Therefore, learning academic English well is not a simple task. On the other hand, much research integrates technology-based tools into student learning. This is because that the technology is beneficial for educational settings so that learners can demonstrate better learning effectiveness. Among several innovative learning methods, game-based learning is the most popular learning approach. This might be due to the fact that game-based learning had various advantages to support student learning. Thus, this study integrates game-based learning into English learning to increase learners’ learning motivation and learning interest. However, game-based learning would provide rich multimedia elements and such rich multimedia elements would result in learners’ cognitive load. However, not all of the learners can cope with cognitive overload because there are individual differences among learners. Among various individual differences, gender differences especially are important because gender was a relatively fixed and not malleable variable. Besides, much research also indicated that the gender differences would really affect learners’ learning attitude in game-based learning. Therefore, there is a need to consider gender differences in game-based learning environments. To address this issue, this study aims to provide a gender quality game-based academic English learning system that can accommodate the preferences of males and females. Two empirical studies were included in this research. Study One aimed to investigate how males and females used a Prototype of game-based academic English learning system (PGBAELS). Based on the results from Study One, Study Two targeted to develop the revised game-based academic English learning system that could provide a gender quality. The results of Study One indicated that there were gender differences between males and females while using the PGBAELS. For example, males cared about the control and appearance of the system while using the PGBAELS. However, females focused on the function of the PGBAELS. The results of Study One were applied to redesign the game-based academic English learning system, i.e., RGBAELS, in Study Two. The results of Study Two showed that gender differences were reduced between males and females while using the RGBAELS, in terms of learning perception or learning performance. In addition, males and females showed similar and different learning behaviors, in terms of learning behavior. Regarding different learning behavior, males and females had different preferences while using the RGBAELS. For instance, males would use various hints to answer the question while females only used a single kind of hint. In other words, males and females could use different strategies to complete the same learning tasks. In summary, this research contributes to develop a deep understanding of how to design game-based academic English learning system that can accommodate gender differences. By doing so, the goal of providing gender equality contexts can be realized.
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Ding, Pei-Chun, und 丁珮純. „A Study on the Application of Google Cardboard to Game-Based Self-Organized Learning Environments“. Thesis, 2017. http://ndltd.ncl.edu.tw/handle/xb5bma.
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碩士國立中山大學
資訊管理學系研究所
106
The general education in Taiwan is traditional pedagogy. The way that students obtain knowledge passively leads to loss of students'' curiosity and passion. This study attempt to apply game-based learning to a self-organized learning environment to develop a teaching material that students could learn the solar system by their team collaboration, and use the headset device of virtual reality - Google Cardboard to inspire students'' curiosity and enhance their sense of spatial perception. According to the rule of SOLE, the subjects are among 8 to 12-year-old students. The researcher gathered observation records, worksheets, photos, videos, and interview records to find out problems and amend the design process. The conclusions of this study were as follows: 1. The design of this study was applicable to different areas. 2. The influence of students'' learning with game-based SOLE: (A) Applying Google Cardboard to teaching could enhance students'' learning motivation. (B) The learning-by-doing activity could increase students'' willingness to participate in. (C) Team collaboration could increase students'' learning efficiency. 3. The role of educators changed. These conclusions contribute to future research in the design of game-based SOLE to let students enjoy learning and improve the education problems in remote areas.
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Asbell-Clarke, Jordis Jodi. „Martian Boneyards: Sustained Scientific Inquiry in a Social Digital Game“. Thesis, 2011. http://hdl.handle.net/1807/31681.
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Social digital gaming is an explosive phenomenon where youth and adults are engaged in inquiry for the sake of fun. The complexity of learning evidenced in social digital games is attracting the attention of educators. Martian Boneyards is a proof-of-concept game designed to study how a community of voluntary gamers can be enticed to engage in sustained, high-quality scientific inquiry. Science educators and game designers worked together to create an educational game with the polish and intrigue of a professional-level game, striving to attract a new audience to scientific inquiry. Martian Boneyards took place in the high-definition, massively multiplayer online environment, Blue Mars, where players spent an average of 30 hours in the game over the 4-month implementation period, with some exceeding 200 hours. Most of the players’ time was spent in scientific inquiry activities and about 30% of the players’ in-game interactions were in the analysis and theory-building phases of inquiry. Female players conducted most of the inquiry, in particular analysis and theory building. The quality of scientific inquiry processes, which included extensive information gathering by players, and the resulting content were judged to be very good by a team of independent scientists. This research suggests that a compelling storyline, a highly aesthetic environment, and the emergent social bonds among players and between players and the characters played by designers were all responsible for sustaining high quality inquiry among gamers in this free-choice experience. The gaming environment developed for Martian Boneyards is seen as an evolving ecosystem with interactions among design, players’ activity, and players’ progress.
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Kuo, Yu-Jen, und 郭昱仁. „The Implementation of Digital Game Based On Online Collaborative Learning Assessment System in Multi-user Virtual Environments“. Thesis, 2010. http://ndltd.ncl.edu.tw/handle/e32v3k.
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碩士臺中技術學院
多媒體設計系碩士班
98
This study builds on the platform for the collaborative learning of Chinese as second language, the platform for the collaborative learning of Chinese as second language to provide a large number of poets animated teaching situation to help learners learn, learner through the learning animation context of poets, within the platform for online text within the assessment test. We note that the typical traditional learning assessment only words to describe of the problem, Users do assessment tests, because watching a lot of word, feeling bored and easy to lose patience for studying the efficiency of lower. Therefore, this study after the completion of system development, through several users in our development platform for virtual reality game system assessment tests, want users to be able to feel the fun and enhance the user learning. This study used virtual reality (VR) technology to the development of multi-user virtual environment system, VR technology''s biggest advantage is that it brings the 3D virtual environment space, let the users feel immersion, in the virtual environment system, this study also join the avatar of the body language movements, to show people interact in conversation there''s some body language movements, these actions will make a avatar body language looks more vivid, can be communicated through body language words can not express some of the special feeling, final in virtual environment design of the game levels to match the number of topics, made test system for users to play.
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Chiang, Ming-Hsien, und 江明憲. „Using photon game server build multiplayer online game-based learning environment“. Thesis, 2014. http://ndltd.ncl.edu.tw/handle/29228038547511932774.
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碩士樹德科技大學
資訊工程系碩士班
102
In recent years, the rapid development and evolution of information technology, smart phones and tablet PCs have been increasingly popular development close to the point of manning a machine. This study builds online game-based learning system, using Unity 3D game engine and Photon game server consolidation application, build learning by game system. Question bank materials will be subject to import materials to make SQL Server Exam diverse learning environment, will start online game mode to promote learning effectiveness. Most scholars are very concerned about E-Learning and game-based learning, and E-Learning and game-based learning is widely used in the various disciplines. Most market-Digital game-based learning systems are single-player game, single study makes the boring, Will be a lack of motivation to learn in the future. No matter how a single player game and then design, after all, the single-player game using artificial intelligence is limited, aren’t like online games can be updated at any time, modify the game bug, and single game play to the final pattern of behavior will eventually be seen through, rules of the game will be cracked, then the game has lost playability. With the rapid development and evolution of technology, Internet is a necessity of life, the popularity of broadband networks and Smart phones and tablet PCs are increasingly popular, it is changing the way people use computers habit, so online gaming becomes synonymous with the hottest games, from google play pages, you can find almost will launch a new online game app one week. Undoubtedly, online game is an emerging industry, game software itself is a free service, it is the connection points of trafficking, providing an online virtual world, to meet a wide variety of players to imagine. Since the online game itself was derived in economic behavior, such as: virtual currency, virtual treasure, etc., these products can be used to make real currency trading exchange. This study to build a new multiplayer online game based learning environment, in order to avoid a single person making learning boring, and will cause a lack of motivation to learn in the future, it will be built using photon game server and the game ends with unity build game scene. Through the mobile network, and use readily available smart phones, tablet PCs convenience of game-based learning, so that students interested in increasing the willingness to learn and to avoid boring single player learning environment, and may invite side friends together to play games, to learn the main purpose of online gaming style.
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Chu, Hung-Sheng, und 朱宏昇. „The Research of a 3D Game Based Chemistry Learning Environment“. Thesis, 2015. http://ndltd.ncl.edu.tw/handle/68723005833877803077.
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碩士銘傳大學
資訊傳播工程學系碩士班
104
With the advancement of technology development, education is no longer limited in the classroom;learners will be able to learn knowledge through 3C products and 3D games.Recent years due to 3D technology, research regarding Game-based learning has increased rapidly. Game-based learning course content is quite diverse, such as: literature, history and natural sciences. In Taiwan, there are many scholars engaged in the development of game-based learning materials, but for chemistry experiments researches are quite scarce. The purpose of this study is to build a 3D game-based learning environment for 9th Grade chemistry learning, the content focus on chemical experiment in order for learners to review the steps of experiments. This study use Unity3D to construct the learning environment, and use Autodesk 3ds Max to build virtual objects. This study conducted an evaluation to exam the usability and feasibility of the system. There were 18 9th graders to participate in the assessment;they all have chemistry background and 3D game-play experience. Subjects took a questionnaire after using the system. The questionnaire includes three factors, interface and operation, content and entertainment, and system availability. The results showed that subjects were interested in this kind of learning environment, but revealed that the storyline design could be enhanced.
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CHEN, PO-JUNG, und 陳柏榮. „The Development of 3D Game-based Assisted Chemistry Learning Environment“. Thesis, 2017. http://ndltd.ncl.edu.tw/handle/33761020049700757343.
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碩士銘傳大學
資訊傳播工程學系碩士班
105
The Development of 3D Game-based Assisted Chemistry Learning Environment Student：Po-Jung Chen Advisor：Ching-Hui Chen Abstract With the continuous advancement of new technologies, learning not only occurs in the classroom, but also can be done from various forms of virtual environments through 3C products. Virtual Environment can provide authentic atmosphere and simulate training and experiments that can’t be done in the daily basis; the effects of interactivity and entertainment attract learners to focus on the simulated tasks or learning. There are many studies integrated learning content with virtual environment to exam the effectiveness of learning achievement and learning interest. The purpose of this study is to construct a 3D game-based learning environment using Unity 3D, MonoDevelop and Autodesk May, and discuss the availability of its usage. After the environment completed, 27 student participated in the system evaluation. A Likert 5-point scale questionnaire with three factors (interface and operation, content and entertainment, and system availability) was used to exam the usability of the environment. The result showed that students were interested in this kind of learning environment, and satisfied with the interface and learning content. However, there were some insufficient storyline in the game process. In the last section of this paper, the results of assessment were discussed and recommendations for future research were present. Keywords：Unity3D, Game-based learning, Chemistry learning
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Colón-Acosta, Nirmaliz. „Learning to Code: Effects of Programming Modality in a Game-based Learning Environment“. Thesis, 2019. https://doi.org/10.7916/d8-y3wf-t884.
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As new introductory block-based coding applications for young students to learn basic computer science concepts, such as, loops and conditionals, continue to increase in popularity, it is necessary to consider the best method of teaching students these skills. Many of these products continue to exhibit programmatic misconceptions of these concepts and many students struggle with how to apply what they learn to a text-based format due to the difficulties with learning the syntactic structure not present in block-based programming languages. If the goal of teaching young students how to program is meant to develop a set of skills they may apply when learning more complex programming languages, then discerning how they are introduced to those practices is imperative. However, few studies have examined how the specific modality in which students are taught to program effects how they learn and what skills they develop. More specifically, research has yet to effectively investigate modality in the context of an educational coding game where the modality feature is controlled, and content is consistent throughout game-play. This is mainly due to the lack of available games with this feature designed into the application.
This dissertation explores whether programming modality effects how well students can learn and transfer computer science concepts and practices from an educational programming game. I proposed that by being guided from a blocks-based to text-based programming language would instill a deeper understanding of basic computer science concepts and would support learning and improve transfer and performance on new challenging tasks.
Two experimental studies facilitated game-play sessions on the developed application for this project. The first study was a 2x2 between subjects design comparing educational module (game versus basic) and programming modality (guided versus free choice). The findings from Study 1 informed the final version design for the module used in the second study where only the game module was used in order to focus the comparison between programming modality. Findings showed that students who coded using the game module performed better on a learning test. Study 2 results showed that students who are transitioned from blocks-based to text-based programming language learn basic computer science concepts with greater success than those with the free choice modality.
A comparative study was conducted using quantitative data from learning measures and qualitative video data from the interviews during the challenge task of the second study. This study examined how students at the extreme levels of performance utilized the toggle switch feature during game-play and how the absence of the feature impacted how they completed the challenge task. This analysis showed two different methods of toggle switch usage being implemented by a high and low performing student. The high performing student utilized the resources more often during the challenge tasks in lieu of leveraging the toggle switch and were still able to submit high level code. Results suggest that a free choice student who uses the feature as a tool to check their prewritten code rather than a as short cut for piecing code together as blocks and submitting the text upon the final attempt. This practice leads to a shallower understanding of the basic concepts and make it extremely difficult to expand and apply that knowledge to a more difficult task.
This dissertation includes five chapters: an introduction and theoretical framework, a game design framework and implementation description, two experimental investigations, and a quantitative and qualitative comparative analysis. Chapter one provides the conceptual and theoretical framework for the two experimental investigations. Chapter two describes the theory and design structure for the game developed for this dissertation work. Chapter three and four will discuss the effects of programming modality on learning outcomes. Specifically, chapter 3 focuses on implications of programming modality when determining how to implement changes for the design of the game for Study 2. Chapter five discusses a comparative analysis that investigated differing work flow patterns within the free choice condition between high and low performing students. Results from these three chapters illustrate the importance of examining this component of the computer science education process in supplemental games for middle and high school students. Additionally, this work contributes in furthering the investigation of these educational games and discusses implications for design of similar applications.
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Yang, Ming-Jhe, und 楊明喆. „Developing the Outdoor Game-based Learning Environment by Using Ubiquitous Technologies“. Thesis, 2009. http://ndltd.ncl.edu.tw/handle/11279099701745115468.
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碩士淡江大學
資訊工程學系碩士班
97
The outdoor experience game could help learner to learn the course knowledge by interact with real world learning activities. And inspired learners to learn self-interest and extended desire. We proposed the web-based outdoor experience game-based learning system which includes game-based learning environment and related course authoring tools. The gameplay learning behavior will be similar as treasure-hunt. We provided real time information of game through geographical visualization displaying by integrate the Geography Information System (GIS), Global Position System (GPS), wireless technology and UMPC/EeePC/Notebook platform. Not only learners could get current game mission situation and related learning results after finishing their game-based learning activities but course editors also could utilize the related course authoring easily to develop such kind of course content. We hope this game-based learning system could be more helpful and useful for learners/ course editors in learning/developing behavior in this kind of game-based learning environment.
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CHEN, YEN-TSO, und 陳彥佐. „The study of spatial cognition in VR game-based learning environment“. Thesis, 2017. http://ndltd.ncl.edu.tw/handle/e65qb7.
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Jhang, Jia-Syun, und 張家薰. „The Development of a 3D Game Based Learning Environment for 9th Grade Electromagnetism Learning“. Thesis, 2015. http://ndltd.ncl.edu.tw/handle/58842838078057756493.
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碩士銘傳大學
資訊傳播工程學系碩士班
104
In recent years, many studies have shown game-based learning can improve students '' learning interests and enhance students'' learning attention. In Taiwan, research on game-based learning of electromagnetism is sparse: therefore, this study aims to construct a 3D game-based virtual environment in electromagnetism learning and tries to exam the usability and design principles of the environment. The learning content of the environment was concepts of electromagnetism for 9th grade students, the scripts of the learning process was discussed with a subject-matter expert and the system was constructed using Unity3D. There were 46 9th grade students participated in two system evaluations, The purpose of the system test was to exam the interfaces, operations, and content of the environment. The learning content was designed to blend into storyline to increase the complexity and interesting of game-play. Due to the growing population in game playing, the system design used graphical interfaces to accommodate learners’experience. The result of the questionnaire from the subjects revealed that learners were interested in this type of learning environment. At the end of this paper, researcher discussed issues regarding system design and provided suggestions for instructional designers and future researchers.
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Lin, Cheng-Jang, und 林澄璋. „Game-Based Learning environment of students interested in learning motivation and learning relationship - analysis using ZMET“. Thesis, 2011. http://ndltd.ncl.edu.tw/handle/224c6s.
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碩士淡江大學
資訊工程學系資訊網路與通訊碩士班
99
Traditional teaching for this digital native generation of students has gradually lost its appeal, In this research, in order to enhance students'' learning motivation, using the Game-Based Learning as the strategy, through the education game based on Damsui history, the game development follow the ADDIE processes. And with educational theory and quiz to design the game. Through the two-phases experiments to explore students'' learning motivation t and the effectiveness of Game-Based Learning. Then using the ZMET to analysis, and find the consensus map of Game-Based Learning. Students will be able to find this consensus map for Game-Based learning ideas and general model for this teaching, And we can use this general model To extend this research in the future.
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HSIN, PEI-YI, und 辛佩倚. „Fostering Children's Spatial Positioning Ability in a Multimedia Game-Based Learning Environment“. Thesis, 2006. http://ndltd.ncl.edu.tw/handle/67449355632388594003.
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碩士國立臺灣師範大學
資訊教育學系
95
Spatial ability is important in mathematical education, spatial ability will influence students’ learning on mathematics、science、engineering and English. Besides, the spatial ability also influences children’s activities every day. But previous research in this respect were not studied deeply, especial in the teaching of spatial location implemented in primary school. The purpose of this thesis is developing game-based learning software for spatial based on spatial teaching theory. The activities in the software include the games about training on egocentric orientation system of reference, fixed system of reference and coordinated system of reference. An experimental study was implemented in second-grade primary school for evaluating the software on the learning effects of spatial ability. The experimental results show the software have a good effect on students’ learning and motivation.﹒
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Lai, Guan-feng, und 賴冠鳳. „Exploring the Factors that Immersion Influence Learning Effectiveness in Digital Game-Based English Learning Environment“. Thesis, 2015. http://ndltd.ncl.edu.tw/handle/99711109465055851867.
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碩士國立中央大學
網路學習科技研究所
103
Digital game-based learning researchers pointed out that the immersion in learning a second language affect their degree of involvement, and it may have influence on the learning effectiveness consequently. However, empirical evidence approach concerning the exploration on the factor analysis of immersion and learning effectiveness nowadays is limited. Therefore, the research aimed at discovering the relative factors of impact on the discrepancy of English learning upon learning a second language by digital game. The research adopted a questionnaire constituted by five perspectives of immersion as well as pre-test and post-test for English learning effectiveness. The research participants were a total of 60 3rd grade students in elementary school who were assigned to three groups. The method of quantitative analysis for the questionnaire covers T-test, Pearson correlation and Multi-factor regression in order to prove the relation of two variations of immersion and English learning effectiveness. The results indicated that English learning effectiveness would have a significant change by the difference of immersion. Moreover, reality dissociation, sense of challenge, sense of control among the immersion factors may have significant correlations with English learning effectiveness. It found that a foundational forecast explanative ability was possessed after taking explanation model regression analysis further. All in all, the purpose of the research is to explain the dynamic relation between immersion and English learning effectiveness; meanwhile, education scholars can better understand how immersion of learners in digital game-based learning affect learning effectiveness.
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Chien, Kun-Huang, und 簡琨晃. „Development and Evaluation of a Digital Game-Based Learning Environment for Energy Saving“. Thesis, 2012. http://ndltd.ncl.edu.tw/handle/89084606886338913730.
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博士國立中央大學
資訊工程研究所
100
Energy education has been conducted to equip learners with relevant energy conservation knowledge for many years. However, learners seldom put the knowledge into practice and even have few ideas about how to reduce energy consumption. To this end, there is a need to address this issue to improve the efficiency of energy education. One of the strategies is digital game-based learning, which can enhance learning motivation and interaction with learners. In this vein, this study develops an Energy COnservation PET (ECOPET) system using a game-based learning strategy. With the use of a pet avatar, learners were encouraged to use home-energy conservatively in a playful and engaging way. The aim is not simply to teach learners how to reduce energy use, but to engage them in adopting appropriate energy conservation measures. An empirical study was conducted to examine if the ECOPET system could promote learners’ understanding of energy conservation. The results demonstrated that the system significantly promoted learners'' self-awareness, learning motivation, as well as willingness to conserve energy.
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Chen, Hsin-Yu, und 陳心瑜. „The Effect of Learning Style on College Students Problem-Solving Process in Game-Based Learning Environment“. Thesis, 2011. http://ndltd.ncl.edu.tw/handle/50700425400225810742.
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碩士淡江大學
教育科技學系碩士班
99
This study aims to understand the problem-solving process and problem-solving strategy among high and low level learning style students with prior knowledge. Learning style is a preference that one establishes over a period. It is influenced by an individual’s personality, environment, and education. The process that a problem is being resolved is the problem-solving process. The study uses the Kolb Learning Style Matrix, and the aspects of active experimental validation and observation were used for categorization. Heppner & Petersen’s Problem-Solving Attitude Questionnaire was also used. The game used for testing is Safe Cracker. The software, Morae, was used to record the gaming process. Thirty-seven undergraduate students in the Tamkang University’s Department of Education formed the participants. They were interviewed to understand participants’ problem-solving process and problem-solving strategy. The study found that learning style, problem-solving attitude, and prior knowledge had insignificant relationship with both problem-solving strategy as well as problem-solving process.
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„Stealth Assessment of Self-Regulative Behaviors within a Game-Based Environment“. Master's thesis, 2014. http://hdl.handle.net/2286/R.I.25175.
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abstract: Students' ability to regulate and control their behaviors during learning has been shown to be a critical skill for academic success. However, researchers often struggle with ways to capture the nuances of this ability, often solely relying on self-report measures. This thesis proposal employs a novel approach to investigating variations in students' ability to self-regulate by using process data from the game-based Intelligent Tutoring System (ITS) iSTART-ME. This approach affords a nuanced examination of how students' regulate their interactions with game-based features at both a coarse-grained and fine-grain levels and the ultimate impact that those behaviors have on in-system performance and learning outcomes (i.e., self-explanation quality). This thesis is comprised of two submitted manuscripts that examined how a group of 40 high school students chose to engage with game-based features and how those interactions influenced their target skill performance. Findings suggest that in-system log data has the potential to provide stealth assessments of students' self-regulation while learning.Dissertation/Thesis
M.A. Psychology 2014
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Chang, Yi-Fu, und 張宜富. „Impact on Elementary School Students’ Learning Motivation and Performance in a Game-based Motion-sensing Learning Environment“. Thesis, 2014. http://ndltd.ncl.edu.tw/handle/69878952573357332730.
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碩士國立高雄應用科技大學
資訊管理研究所碩士班
102
The trend of using multimedia materials and information technology in assisting learning has been steadily increased for the past few years. Many studies have demonstrated that game-based learning enhances students' learning motivations and improves their learning performances. The purpose of this study is to design and develop a game-based learning system with Kinect technology for school children on Mathematics learning. Forty subjects have been recruited from the 4th grade classes at elementary school. The subjects have been divided randomly into two groups, an experiment group and a control group, and each group is with 20 students. The experimental period was 3 weeks. After the analysis of experimental data, the results indicated that there were significant differences between the scores of pre-test and post-test in learning motivations for both groups (experiment group: p = .000; control group: p = .028). The experiment group also had significantly better learning motivations than the control group did (p = .027). In addition, both groups showed significant difference between the scores of pre-test and post-test in leaning performance (experiment group: p = .000; control group: p = .024). The experiment group also had significantly better learning performance than the control group did (p = .041). The result suggested that a game-based learning system with Kinect technology could increase students' learning motivation and performance on Mathematic learning.
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Li, Hao, und 李昊. „An Application of Augment Reality Technology in Game-based Learning Environment to Design a Situated Learning App“. Thesis, 2018. http://ndltd.ncl.edu.tw/handle/7w3ghb.
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碩士國立中山大學
資訊管理學系研究所
106
With the rapid development of science and technology, it has subverted the traditional methods in many fields, among which the most prominent in the field of education, many large enterprises have invested in this field for development, through the expansion of augmented reality and virtual reality, these are the latest technology to design and develop, to create a wave of subversion of traditional teaching methods, and for the children living in the information technology generation, how do design developers meet their needs? This research has created a series of activities at the National Science and Technology Museum. The theme of the event is the story of “Typhoon”. Based on IDEO''s human-centered design process, the theme of the rapid development is constantly adjusted. And improvement, which incorporates the concept of game-based learning, proposes the methodology of the research design process, and makes a design that combines the virtual reality and the augmented reality of the game. At the end of this research, the analysis and discussion of the design of the game will focus on the children''s learning situation, parent-child interaction and the transformation brought by the new technology, summarizing the conclusions of this research game and providing design. The reference basis for developers in AR education.
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Wang, Ting-Hung, und 王庭宏. „Effects of Gender Differences and English Learning Achievement on Altruistic Behavior in a Digital Game-Based Learning Environment“. Thesis, 2014. http://ndltd.ncl.edu.tw/handle/05427609196124204947.
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碩士國立中央大學
網路學習科技研究所
102
English is one of the most important languages. Learning English has been started in the third grade for seven years. Many studies exploring Digital Game-Based Learning (DGBL) can enhance learning motivation and learning effectiveness. Through the Tablet PC makes learning English not only ubiquitously but variably. Many DGBL focuses on learning motivation and effectiveness. This study explores whether the learners will enhance learning engagement in social community environment. The participants were the third grade students in elementary school, there are 31 boys and 23 girls. The researcher used a test of English achievement to distinguish the high and low learning achievement students. And the research want to know how these students would interactive in the system. The results found that boys on the times of altruistic behavior are higher than girls. It showed that gender differences would affect altruistic behavior. The researcher found that low achievement students on the times of altruistic behavior are more than high achievement in learning activities. Helping others and accepting others’ help are positive correlation in altruistic behavior. With altruistic behavior, the research understands how to enhance learning engagement in social community environment.
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葉依柔. „The reading comprehension compentence of pupils in different learning styles by the game theory-based cooperative learning environment“. Thesis, 2014. http://ndltd.ncl.edu.tw/handle/22229683593028879715.
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碩士國立新竹教育大學
數位學習科技研究所
102
Cooperative learning strategy is widely used at elementary school during recent years, however, the difference motivation and low participation from students caused the effectiveness of cooperative learning environment in the classroom. The purpose of this study adopted the game theory in a reading comprehension learning cooperative learning environment to encourage different styles students participated in learning. The study also explored the change of learning attitude from learners. A fifth grade class in one of Taichung elementary school with 23 students was selected as the study sample. A curriculum of total of teaching 16 hours was designed to adopt a "single group pretest-posttest" design. The learning procedures included conduct "cooperative learning", after the post-test phase "game theory cooperative learning model ". Research tools used in this study included "Reading Comprehension Test", "learning attitude scale questionnaire", "learning styles test" . The results of this study indicatd that, first, game theory cooperative learning environment improve reading comprehensioncompetence of students to. Second, game theory cooperative learning changed students’ learning attitude. Third, game theory cooperative learning has different effectiveness for defferent learning styles studens. The conclusions in this study were made that with game theory in cooperative learning environment, decision-making characteristics of human self-interest as an incentive to make cooperative learning more motivation, emphasizing individual effort to target groups, so that students with different learning styles have showed the self-initiative to share and to help each other, and the game theory based coopearative larning environment has been proved to be a effectiveness stragetegy for different learning stdyle students.
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Lin, Chia-Chen, und 林佳臻. „Different Feedback, Prior Knowledge and Speaking Anxiety in a Digital Game-based English Learning Environment“. Thesis, 2017. http://ndltd.ncl.edu.tw/handle/h98t7h.
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碩士國立中央大學
網路學習科技研究所
105
Digital game-based learning has been prevalent and applied in many different subjects as tools for assisting learning. There are many studies use digital game-based learning strategy in English learning, especially in vocabulary, sentence and reading. However, there are few studies focus on oral practices in digital game-based learning environments. To this end, the current study integrated automatic speech recognition (ASR) into a digital game-based learning environment to develop an English oral system, aiming to provide leaner's with an independent and flexible environment for English oral practice learning. Two types of oral practice feedback were provided in this system, including oral practice with feedback and without feedback. For the type of oral practice with feedback, it provides correct answers, scores, and recognized error inputs (vocabulary/sentence); for the type of oral practice without feedback, it only provides icons indicating correct or wrong responses. Therefore, immediate feedback was offered in learners’ oral practices, enabling for timely self-correction of English oral performance based on the feedback provided by the system. A total of 61 fifth and sixth graders students were recruited. This study aims to examine the effects of respective oral practice feedback types and prior knowledge on learning performance, game performance and speaking anxiety in digital game-based language learning. Learning performance includes oral, listening, vocabulary, sentence, and overall learning performance. Game performance contains learning type and gaming type. Learning type includes number of times of entering Challenge stage, completed times of sentence dragging practicing, number of times of correct in oral practicing, and number of times of listening; gaming type includes number of coin, number of completed task, and number of purchased items. Data analysis included descriptive analysis, independent samples t-test, ANCOVA, and Pearson product-moment correlation coefficient. The results showed that significant differences were not found between the group with oral feedback and the group without oral feedback in learning performance, game performance and speaking anxiety in digital game-based language learning. Potential reasons for this might be that the oral practice feedback was not detailed enough which resulted in no significant differences were found. The results also showed that low prior knowledge learners significantly enhanced oral and overall learning performance than those high prior knowledge learners. Learners with low prior knowledge had significantly high speaking anxiety than high prior knowledge learners prior to the experiment. However, after the experiment, there was no significant difference in speaking anxiety between the two groups. Such results revealed that digital game-based English learning environment effectively reduced low prior knowledge learners’ speaking anxiety. In addition, the results demonstrated that the speaking anxiety and learning performance were negatively correlated at a significant level but the significance was not found in oral performance; there was a positive correlation between prior knowledge and learning performance at a significant level; the results also suggested that the negative correlation between speaking anxiety and prior knowledge.
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Wang, Ching-Hsuan, und 王靚暄. „Effect of Self-efficacy and Speaking Anxiety in a Digital Game-based English Learning Environment“. Thesis, 2016. http://ndltd.ncl.edu.tw/handle/04675446218155305791.
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碩士國立中央大學
網路學習科技研究所
104
In an era with technology highly integrated in the field of education, digital game-based learning (DGBL) has become the mainstream. In second language learning, self-efficacy and learning anxiety hold the keys to language acquisition, among which English speaking leads to greater anxiety. With an attempt to overcome the limit of time and labor in traditional speaking courses, the current study developed a digital game-based English learning system with embedded speech recognition to provide learners with ample opportunities for practicing English speaking. Therefore, the current study aimed to examine the differences in learning performance, self-efficacy, and speaking anxiety between DGBL and traditional language learning. Furthermore, this study not only probed into whether self-efficacy and speaking anxiety predicted learning performance, but also investigated the effects as well as relationship between game performance and learning performance. The participants were 67 fourth graders in an elementary school in northern Taiwan, with random grouping employed by class to assign 47 students who used the DGBL system as the experiment group while 20 students who learned through traditional way as the control group. The experiment group and control group had 420 mines to learn English by different way. Data analysis included descriptive statistics, non-parametric test, t-test, Pearson correlation and multiple regression. Interview was conducted to collect students’ responses to the given learning experience. The results revealed that both DGBL and traditional learning effectively enhanced the students’ learning performance. Significant differences in learning performance was not found in the pre-test and post-test respectively for the two groups. The degree of difficulty speaking task were higher for learners probably be a cause that learner couldn't finish all learning tasks during the experiment. Significant differences in self-efficacy and speaking anxiety also were not found in the pre-test and post-test, and learners’ speaking anxiety in post-test was higher than pre-test respectively for the two groups. The result of interview for the experiment group found that learners were nerves about their worse speaking performance and the standard of speech recognition was not easy to achieve probably. In different learning contexts, self-efficacy and speaking anxiety were negatively correlated at a significant level. Findings from the digital game-based English learning context showed that self-efficacy and speaking anxiety could predict learning performance, and confirmed a significant positive relationship between self-efficacy and speaking performance. The amount of stars earned in the game could predict learning performance also in the experiment group.
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Huang, Tung-Yang, und 黃東陽. „Effect of Digital Badges on English Learning Performance and Self-Efficacy in a Digital Game-Based English Learning Environment“. Thesis, 2014. http://ndltd.ncl.edu.tw/handle/11240493708676640724.
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碩士國立中央大學
網路學習科技研究所
102
This research investigated how digital game-based learning enhanced to ones’ self-efficacy in the subject domain of English as a foreign language (EFL) learning. The great value of applying digital games in education has been highlighted; however, a small number of studies investigated how one’s self-efficacy enhanced in the English learning context. Digital badge which is one of the most important characteristics of digital game, can guide learner's behavior, providing them learning goals and positive feedback. Such features might affect learner’s self-efficacy. This study designed a digital game-based English learning environment including digital badge, leaderboard and a star achievement practice question mechanisms. These features are related with mastery and vicarious experience. A quasi-experimental design was implemented. A total of 50 third grade elementary school students participated in this study. This study investigated if learner received the number of digital badges, the leaderboard check times and star achievement question practice times could improve their English learning outcome and self-efficacy. Interview were conducted to observe the learners’ experiences. The results show that the digital game improved learners' English learning performance and self-efficacy. In addition, received digital badges affects learning performance and self-efficacy where leaderboard check times and star achievement question practice times affects learnings' self-efficacy. This study found that learners have different attitude towards following their peer's ranking. Discussions and conclusions are also presented.
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Lee, Jui-Ting, und 李瑞婷. „Exploring and Modeling Task-Based Language Learning in an Online Game Environment for Vocational School Students“. Thesis, 2012. http://ndltd.ncl.edu.tw/handle/04425082986361385625.
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碩士國立嘉義大學
數位學習設計與管理學系研究所
100
Recent studies have mostly identified that the factors of Game-Based Learning (GBL) contributed to motivational learning. However, it’s a crucial issue to apply appropriate teaching approach to attract target language learners to acquire language. Task-Based Language Learning (TBLL) is one of langrage approaches to provide the language learning strategy to promote learners to learn effectively by linking situational language learning with outside environmental learning. The research aims to propose and explore the model (Game supported TBLL, gsTBLL) implementing TBLL in an online game environment with four principles Scaffolding, Task-Oriented Activities, Identical Design and Transfer and three levels of framework of Pre-Task, Task-Cycle and Language Focus. The multiplayer on-line game to own a leadership in a kingdom is developed and licensed by the team of Dr. Yam San Chee in Nanyang Technological University (NTU) in Singapore. The project is adopted quasi-experiment with quantitative and qualitative methods. Thirty participants, from three different departments at a vocational school located in southern Taiwan, were recruited to the study and lasted for six weeks. The data of the questionnaire were collected and analyzed by SPSS. The observation and interviews with the participants were also adopted to address the research questions by the researcher and the teacher. The results indicated the low achievement group prefers GBL than the high one. But GBL motivates more to learn for the high achievement group. However, GBL supported TBLL motives and affects to learn for both of the groups.
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Tsai, Wan-Lin, und 蔡婉琳. „Effects of Gender and Proficiency on Attitudes and Anxiety towards a Game-Based English Learning Environment“. Thesis, 2013. http://ndltd.ncl.edu.tw/handle/71109746521289945966.
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碩士國立中央大學
網路學習科技研究所
101
Accompanied by development of information technology and upcoming generation of global village, the important ability of language proficiency is growing. English has obviously turned into one of the major international languages for communication. Therefore, in order to enhance the foreign language learning effectiveness of EFL learners, there have been a number of studies applying digital-game-based learning in English education. However, previous studies have found the attitude and anxiety toward English learning are two of the most important factors in English learning. To avoid this condition, this study proposes a pet foster learning system to improve learning effectiveness. The care and love toward pets are expected to improve English learning attitude of learners, who are using the learning system; in the meantime, via game environment containing relatively less pressure, we hope the anxiety of English learning could be reduced. The group of test subject in this study is 3rd grade student in elementary school, including 27 males and 25 females; By applying one-group pre-test/post-test analysis method and the assistance of game log file, the study provides a thorough discussion about the effect of individual differences on English learning attitude, anxiety, and the gaming behavior in digital-game-based learning. In addition, sets of interview of test subjects were conducted after the experiment so as to further investigate the degree of acceptance of pet-foster learning system as well as the user experience of the English learners. Also, it helps us to understand and fix the problems and system operating issues learners might encounter when they are using the game system. Comparing with the results in pre-test and post-test, the study has shown great evidence that through the pet-foster learning system, learners represent better English learning attitude and lower English learning anxiety, indicating a positive effect on English learning. Also, regarding the gender variable, it has revealed that female learners performed obviously better English learning attitude than male learners did, indicating the fact that the gender difference would have influence on learning attitude; however, there’s no obviously difference in English learning anxiety between male and female, offering a conclusion which gender does not affect the degree of English learning anxiety. Additionally, the study also showed that English learning achievement does no obvious effect on English learning attitude, but greatly affects learners’ English learning anxiety. That is, as English learning achievement is higher, the anxiety would become lower. Furthermore, taking game behavior into consideration, learners of different gender showed different level of demands in virtual commodities. Also, learners who have different extents of English learning achievement also exhibit different strategies of choosing the categories of test questions. Last but not the least, the advice offered by the test subjects was summarized, such as the difficulty calibration and the preference control variables, so as to improve the effects of learning assistance for the future game-based English learning process. Keywords: Digital Game-Based Learning, Individual Difference, English learning Attitude, English Learning Anxiety, Gaming Behavior.
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Wu, Yi-Shan, und 吳宜姍. „Effects of Gloss and Digital Badges on English Vocabulary Performance and Learning Motivation in a Digital Game-based Learning Environment“. Thesis, 2017. http://ndltd.ncl.edu.tw/handle/7n6ewj.
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碩士國立中央大學
網路學習科技研究所
105
In recent years, digital game-based learning is widely explored in many studies. Learners can engage in game-based learning environments. Therefore, the aim of this study was to develop a digital game-based English learning system with embedded glosses and digital badge mechanism. Different groups of glosses can help learners learning vocabulary. There were three approaches of glosses (i.e., Retrieval gloss group: Gloss-Retrieval-Gloss, Inference gloss group: Inference-Gloss-Gloss and Full gloss group: Gloss-Gloss-Gloss). Digital badge mechanism provides clear learning goal and helps learners build learning objectives. It provides immediate feedback and rewards, which encourages learners to get digital badges that can enhance learning performance and learning motivation. Participants of this study were 85 university students in Taiwan. This study examined the effects of glosses and digital badges on learning performance, learning motivation and game performance; and analyzed correlations of digital badge mechanism, learning performance, and learning motivation. Learning performance includes Form recall test, Meaning recall test, Meaning recognition test and overall learning performance. Game performance includes number of times in matching task, number of correct answers in reading task, completed time of matching task and reading task, number of times in monster task and value of power. This study used descriptive statistics, ANOVA and Pearson correlation coefficient to analyze the experiment data. The results showed that Retrieval gloss group and Inference gloss group were significantly better than Full gloss group in Meaning recall test, Meaning recognition test and overall learning performance, but there was no significant different between Retrieval gloss group and Inference gloss group. Digital badge mechanism group was significantly better than the group without digital badge mechanism in overall learning performance. For the learning type of digital badges, the reading badge and learning performance were positively correlated at a significant level. For the game type of digital badges, the speed badge and learning motivation, as well as the leaderboard badge and learning motivation were positively correlated at a significant level. This study proved that glosses and digital badge mechanism could improve learning performance in a digital game-based learning environment.
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(8782253), Dixuan Cui. „The Effects of 3D Characters’ Facial Expressions on Student Motivation to Learn Japanese in a game-based environment“. Thesis, 2020.
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Previous research has shown that student-teacher interaction is very important in motivating students to learn a second language. However, it is unclear whether facial expression, which is one of the most important portions of interaction, affects in-game language learning motivation or not. The purpose of this study is to find out the evidence demonstrating the facial expressions of the other party, in this case, virtual characters in game, will or will not influence the learning motivation of Japanese L2 students. The researchers of this study developed four versions of a 3D animated Japanese role-playing game. Each version of the game represents one facial expression that is neutral, happy, sad or angry. The entire research consists of two experiments: a validation study and a motivation study. After validating all the facial expressions of five main characters in the game, eighty-four college students from 200/300 level Japanese courses joined in the motivation study voluntarily. They played a version of the game assigned randomly to them and then did a post-questionnaire. Conclusions were drawn based on the survey results. The findings of this research suggested that virtual characters’ facial expressions in game had no significant effect on participants’ learning motivation. However, significance was found in years of learning Japanese and gender. Meanwhile, it was found facial expression and years of learning Japanese had an interactive effect on the variable immersion into game.
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邱品彰. „A Study on the Use of Multi-player Game-based Co-opetition Learning Environment to Improve Student Learning Motivation and Performance“. Thesis, 2012. http://ndltd.ncl.edu.tw/handle/44686947819718156086.
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碩士國立彰化師範大學
資訊管理學系所
100
This study aimed to explore the effects of learning, including motivation and performance, in nature science using different strategies under digital game-based learning environment for elementary school students. This study adopted the quasi-experimental method with two fifth-grade classes’ in Changhwa County being the subjects. The experimental group consists of thirty-one students adopt both the competitive and cooperative learning strategies, while the control group consists of thirty-two people adopts only the cooperative learning strategy. All participants were then randomly grouped into teams of three students. Pre-test and post-test were given prior to and after the experiment. The result shows that motivation in learning of both student groups is improved. In term of performance, the group that adopts both the competitive and cooperative learning strategies does not show significant difference as compared to group that use only the cooperative learning strategy. The reason may be due to the design of pre-test and post-test is not appropriate. Therefore, the result of this study shows that digital game-based learning environment may improve learners’ motivation, but poor learning strategies design may not improve learners’ performance.
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CHANG, TING-CHIA, und 張庭嘉. „Effects of Game-Based Learning into unit “Biology and Environment” on Science Learning Achievement, Argumentation Abilities and Learning Interest in Grade Six Elementary Students“. Thesis, 2019. http://ndltd.ncl.edu.tw/handle/74fzw8.
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碩士國立臺北教育大學
自然科學教育學系
107
This study aims to understand whether the children's academic achievement, scientific learning interest and scientific argumentation ability have been improved through experimental teaching which designs a set of scientific and educational "Ecological Solitaire". The researchers also further explored whether there are differences in game-based teaching between high, medium and low achievement children in the experimental group. The research uses the quasi-experimental research method. The reference for the design of the "Ecological Solitaire" are from the “Biology and Environment” unit of the Kangxuan version and the Hanlin version of the natural field curriculum. The card content includes the global climate, the habitat of animals and plants, and the biologic feature evolved from the environment, and also including ecological conservation and destruction behaviors. The subjects of the study were two groups in the sixth grade of Keelung City, three classes in the experimental group (N=62) and three classes in control group (N=64). The experimental group used the "Ecological Solitaire" for game-based teaching, while the control group adopted the traditional oral teaching method. Aseessment instruments were "biology and environment concept", "scientific learning interest" and "scientific argumentation". The assessment instrument, which is of expert validity, were reviewed and developed by three science education experts. Data from this research is analyzed by statistical software SPSS 22.0. The results reveal as followed: 1.Game-based teaching can significantly improve the learning achievement and scientific argumentation ability in the experimental group, and outperformed students learned through traditional instruction. 2.Students participated in the game-based teaching activities has made the scientific learning interest increase significantly, while the control group is not significant in scientific learning interest. 3.Analysis of the students of high, medium and low achievement in the experimental group, we found that learning achievement, argumentation ability and scientific learning interest reached significant differences in t-test.
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Chih, Yu-Ting, und 池昱諪. „A Study on the Effects of Integrating a Contest Game-Based Learning System into Environmental Education on Fourth Graders’ Learning Efficiency“. Thesis, 2014. http://ndltd.ncl.edu.tw/handle/28981278950899892280.
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碩士國立臺北教育大學
自然科學教育學系
102
The purpose of this study is to discuss the learning efficiency of the 4th graders on environmental education that has been integrated by a contest game-based learning system. The focus has been on the students’ understanding towards environmental knowledge, environmental attitude and environmental behavior, and how each student’s characteristic (gender) affects their learning. In addition, the correlation between environmental knowledge, environmental attitude and environmental behavior has also been studied. A quantitative method adopting a quasi-experiment design has been used in this study. The research subjects are 104 fourth-grade students selected from 4 different classes (two as the control group and the other two as the experimental group) from an elementary school in Luzhou District of New Taipei City. After the teaching, the students from the experimental group were subjected to take the contest game-based Q&A teaching session, whilst students from the other (control) group were subjected to traditional narrative teaching. The research tool includes Environmental Knowledge Scale, Environmental Attitude Scale, and Environmental Behavior Scale. A questionnaire survey has been conducted to students from both groups, and the data were analyzed with software SPSS 12.0 using descriptive statistics, paired sample t-test, ANCOVA, t-test and Pearson product-moment correlation. The major findings are concluded as follows: 1.The learning effects of the students from experimental group on Environmental Knowledge and Environmental Attitude have improved significantly after adopting the contest game-based learning system. However, no apparent difference in the Environmental Behavior was observed between the two groups. 2.The gender of the students from experimental group is independent of the environmental knowledge, environmental attitude and environmental behavior. 3.There is a statistically positive correlation between the environmental attitude, environmental knowledge and environmental behavior for students from the experimental group before the teaching. However, the correlation is not statistically significant between environmental knowledge and environmental behavior. 4.There is a significant positive correlation between the environmental knowledge and environmental attitude for students from the experimental group after the teaching. The correlation is, however, not statistically significant between environmental behavior, environmental knowledge and environmental attitude.
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Chao, Chun-Yi, und 趙峻毅. „Impact on Elementary School Students’ Science and Technology Learning Motivation and Performance in a Game-based Brainwave and Gesture Controlling Learning Environment“. Thesis, 2015. http://ndltd.ncl.edu.tw/handle/h6ynu9.
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碩士國立高雄應用科技大學
資訊管理研究所碩士班
103
In the nowadays society, the learning method of school children becomes more complex than before. With diversity of courses, the traditional way of teaching methods is out of vogue. Improving children's learning outcome with the new information technology is necessary and important now. From the early distance learning and digital game-based learning are all of the kinds of technology-enhanced learning. The major characteristic of digital game-based learning is to attract school children's interests in learning and to improve the efficiency in students learning achievements and learning motivation. The purpose of this study is to develop a digital game-based learning system with motion and brainwave controlling technologies. With the gesture controlling technology, school children can use hand gesture to interact with the system in a game-based learning environment. By the brainwave controlling technology, the system can also collect the brainwave pattern from the learners and provide feedback about learning attention for learners. Combined with gesture and brainwave controlling technologies, the system was designed and implemented for improve the school children's learning achievement and promote their learning motivation with a fun and challenging approach to learning. In addition to the combination with the above technologies in the system, the learning materials in the system also follows the standard of Ministry of Education in Natural Science subjects and are designed for fifth grade teaching school children to learn. The author employed a quasi-experimental method. The subjects were 40 elementary school students, All subjects divided into two group: Experiment group and Control group. Each group has 20 students. The author adopts pre-test and post-test in learning motivation of Nature Science and Nature Science achievement test to collect information. Everyone learn three weeks, a total of 120 minutes. After experiment of experiment group and control group learning, an analysis of the results indicated that learning achievement for both groups were significance (p value of experiment group is .000, p value of control group is .009). And the difference between two groups, learning motivation in the experimental group and control group difference were no significance (p value of experiment group is .093, p value of control group is .44). In conclusion we can found the experiment group in learning achievement is better than control group. Both groups were no significance in learning motivation. So we can surmise the experiment group and control group’s manipulating methods were similar that leading two groups shows difference were no significance in learning motivation. Both groups subjects all felt fantastic and interesting in operated system by gesture-controlling.
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Lin, Fu-Wei, und 林富偉. „A study of design and implementation of the game-based English vocabulary e-learning environment for elementary school students“. Thesis, 2007. http://ndltd.ncl.edu.tw/handle/69607003574368699802.
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碩士國立清華大學
資訊系統與應用研究所
95
The purpose of this study was to design a game-based online English vocabulary learning environment entitled “Magic Rainbow English Island”. This learning environment consists of game-based courseware and competitive activities for elementary school students' self study outside the classroom setting. This game also adopts Artificial Intelligence technology to provide adaptive individualized learning materials, challenges and advice to satisfy the various needs of different learners, and to achieve the various goals of different individuals. Two game modes are provided, namely barrier mode, and multi-battle mode. This paper describes the rationale of the system design, system framework, learning content, and game scenario. Furthermore, an experimental evaluation was conducted to gauge the reaction of both students and teachers to the learning environment. There were 28 fifth grade students and two teachers who participated in the evaluation. The researcher analyzed the subjects’ learning performance through pre- and post-tests, the results of which indicated that the students’ learning performance was significantly enhanced as a result of using the platform. In addition, questionnaires were administrated after the experiment to collect student attitudes toward this learning platform. The outcomes of this research are presented in terms of the following dimensions: (1) the design principles of the game-based online English vocabulary learning environment are feasible; (2) the environment can enhance student’s learning motivation; (3) students can improve their English vocabulary abilities through this learning environment; (4) the multimedia learning material can assist students’ vocabulary development in terms of listening, pronunciation, reading and spelling; and (5) the competitive activity, multi-battle mode, is more enjoyable than barrier mode. According to the research results, the authors propose several research directions for the next stage of study.