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Yu, Shu-yun, and res cand@acu edu au. "The Effects of Games on the Acquisition of Some Grammatical Features of L2 German on Students’ Motivation and on Classroom Atmosphere." Australian Catholic University. School of Education, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp98.29052006.
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The main purpose of this study is to explore the effects of the use of games as a teaching strategy for raising the grammatical accuracy level of secondary students of German as a second language. This thesis seeks also to examine the effect of game-based grammar instruction on students’ motivation and classroom atmosphere. The participants in this study were divided into two groups, the Control and Experimental groups, and received 90 periods, over 18 weeks, of grammatical instruction by the same teacher. The teaching program was the same for both groups. The difference consisted in the use of game-based practice for the experimental group, while the control group performed traditional grammar-based practice only. Data were collected using the following instruments: grammar tests and examinations,a questionnaire on motivation, a questionnaire on classroom atmosphere, a questionnaire on the type of grammar practice, a questionnaire on the role of grammar and grammar instruction, focus group interviews with students, and the researcher’s field notes. While the main result does not support the hypothesis for significant improvement in grammatical accuracy by the experimental students as a result of game-based practice, their overall improved performance is a worthwhile achievement, particularly if it is linked to significant improvements in students’ motivation and classroom atmosphere.These positive results offer a notable incentive to language teachers to include games in their teaching of grammatical features, because the positive results of this experiment with regard to learners’ motivation, peer interaction, teacher-student interaction augur well for an eventual improvement also in the rate of grammatical accuracy.
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De, Kock Elizabeth Catharina. "Game-based learning and library instruction." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/37275.
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The purpose of this study was to investigate to what extent a game can be used as an
instructional tool for library instruction.
In order to determine the effectiveness of the game for library instruction, it was necessary to
do literature research that included both subject fields. The research design therefore
includes a literature study on information literacy and a literature study on game-based
learning. The game was based on the Big6 information literacy model (Eisenberg, 2008).
An in-depth literature review on game-based learning was needed to determine which
criteria would be necessary to create a game for instructional purposes. An instructional
design process (DODDEL model) was used for the design of the game. The design and
layout of the game illustrated the application of the game-based learning criteria.
A single-case study method was used for the purpose of the study. A mixed-methods
approach with qualitative and quantitative questions and formative and summative
evaluation was used to collect data and evaluate the game.
The data analysis was done in Chapter 6. The data analysis indicates that games can be
used in an effective way for library instruction purposes. The comments seem to confirm the
findings of the literature review on game-based learning. The rating scale proved that the players were engaged during game play.
The findings of the study were discussed in the concluding chapter. Game-based learning
criteria and their application were described. The success and restrictions of the study were
indicated and discussed. Recommendations for further research in the subject fields were
made.Dissertation (MSc)--University of Pretoria, 2013.
gm2014
Information Science
unrestricted
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Gray, James Wesley. "Task-Based English Grammar Instruction: A Focus on Meaning." Kyoto University, 2020. http://hdl.handle.net/2433/253376.
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Kyoto University (京都大学)0048
新制・課程博士
博士(人間・環境学)
甲第22540号
人博第943号
新制||人||224(附属図書館)
2019||人博||943(吉田南総合図書館)
京都大学大学院人間・環境学研究科共生人間学専攻
(主査)准教授 高橋 幸, 教授 谷口 一美, 教授 STEWART Timothy William, 准教授 笹尾 洋介, 教授 田地野 彰
学位規則第4条第1項該当
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DeRouin-Jessen, Renée E. "Game on the impact of game features in computer-based training /." Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002439.
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Zaldivar, Marc Robert. "Blending cognitive rule-based, process-based, and context-based theories in the development of online grammar instruction." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/29533.
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This study proposes to blend contemporary educational research in order to design an online instructional environment. The goal was to create an environment that would better educate learners about grammar use in higher education, given the complexity of the rule learning that was being asked of them. By blending approaches from tested educational research on cognitive information processing theories, schema theories, and situated cognitive theories in order to determine how language rules are best learned, eight design principles were derived for the instructional environment. A prototype of the environment was then developed. Two series of formative evaluations, one with a group of subject-matter experts (teachers, linguists, and instructional designers) and one with a group of students, were run against the instruction. Overall, it was found that a database-driven website employing user-defined variables to customize the instruction for each individual user was a useful way to achieve the goals of the study.Ph. D.
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Frederick, Patricia Ann. "Using Digital Game-Based Learning to Support Vocabulary Instruction for Developmental Reading Students." NSUWorks, 2010. http://nsuworks.nova.edu/gscis_etd/154.
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The number of underprepared students entering post-secondary education continues to be a national problem community colleges struggle with by providing remedial instruction while having to satisfy the demands for effective teaching accountability. Reading is one identified area needing remediation; and, a goal for programs to address this shortcoming is to increase vocabulary to improve reading comprehension. The problem was that students placed into developmental courses are often discouraged learners with low motivation and eschew the practice requisite for vocabulary learning.
Many educators are interested in re-creating the compelling environment found in games to parlay the power of digital games to required curriculum learning in order to engage their students. However, despite the preponderance of recent literature advocating digital games for classroom learning, especially the use of complex endogenous games, there is limited empirical evidence for using digital games to achieve defined learning outcomes. Further, no recent studies have examined digital games use with developmental populations. The study designed, developed, implemented, and evaluated the blending of computer-based games with traditional classroom instruction to provide the repetition and active processing required for students to acquire new vocabulary.
The goal was to develop a blended learning design to integrate instructional design and blending design practices to support and improve learning for vocabulary acquisition of developmental readers. A mixed-method (quantitative and qualitative) approach was employed and instructional events for vocabulary lessons were designed and developed using the framework of established models. Pretests and posttest measured achievement in vocabulary gains using three methods of practice: paper-based worksheet, text-based digital game, and video-style digital game. Survey instruments were used to determine students' enjoyment of and motivation using different treatments.
Results confirmed that students found digital games a motivating instructional method; however, no advantage in improving achievement was found using text-based or video-style games over the traditional paper-based worksheets method. A description of the analysis, design, development, implementation, and evaluation of digital games blended with traditional classroom instruction is provided to assist those interested in pursuing digital game-based learning with post-secondary developmental populations. Recommendations are also provided for future research and educational game development.
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Nivens, Ryan Andrew, and Rosemary Geiken. "Using a Computer Science-based Board Game to Develop Preschoolers' Mathematics." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3040.
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Hanan, Rowena E. "The effectiveness of explicit grammar instruction for the young foreign language learner : a classroom-based experimental study." Thesis, University of York, 2015. http://etheses.whiterose.ac.uk/9059/.
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Within the input-poor foreign language classroom, opportunities to draw on implicit learning mechanisms are limited. Yet little research has explored the effectiveness of explicit instruction for young learners. The current study investigated the extent to which English learners of L2 German (aged 9-11) benefitted from instruction on accusative case-marking (den) for masculine definite articles in German, a problematic feature for L1 English learners due to a reliance on word order when assigning grammatical roles (as predicted by MacWhinney’s Competition Model and VanPatten’s First Noun Principle). Two input-based interventions provided explicit information plus EITHER: Task Essential Form-Meaning Connection (TE-FMC) activities forcing attention on the article and its role-assigning function; OR Task Essential-Form (TE-F) activities forcing attention on the article only ('spot the form'). Learners were randomly assigned to the TE-FMC (n = 45) and TE-F (n = 41) treatments. A control group (n = 52) received instruction on lexical items, but no exposure to den. Two untimed written tasks (sentence matching, gap fill), three one-to-one oral tasks (act-out comprehension, act-out production, elicited imitation), and a metalinguistic task were administered as pre-, post-, and delayed post-tests to assess knowledge of der and den. Both interventions yielded large, durable gains across the written and oral tasks. The Control group made no improvement. The TE-FMC and TE-F learners’ verbalisable knowledge also improved at post-test, but deteriorated by delayed post-test. Under both conditions, learners had developed explicit knowledge of the target feature, available on untimed written tasks, as well as more automatized knowledge, accessible under time and communicative pressure. Fine-grained analysis revealed that group-level gains could be accounted for by a sub-group of learners within each condition, reflecting the influence of individual differences on instructional effectiveness. The findings contribute to previous research by demonstrating the beneficial role of explicit instruction and knowledge for child L2 learning.
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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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Näckros, Kjell. "Visualising security through computer games : investigating game-based instruction in ICT security : an experimental approach /." Kista : Department of Computer and Systems Sciences, Stockholm University : Royal Institute of Technology, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-533.
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Nino, Miguel Alfonso. "Digital Game-Based Learning in K-12 Classrooms: Studying Effectiveness and Influential Factors in Instruction." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/100686.
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The adoption of new technologies in K-12 classrooms usually generates claims about their
effectiveness, but in many cases, these claims are not carefully studied. Furthermore, conclusions drawn from effectiveness studies generally focus on technologies as the sole responsible factor for such effectiveness, without considering other factors and conditions. Through an integrative review, this study evaluated and critiqued the current status of K-12 digital game-based learning (DGBL) to determine the implications and limitations of these effectiveness claims, as well as problems when conducting this type of research. In addition, this study explored factors and conditions, beyond the digital game, that could have had an impact on effectiveness. Findings from this study can provide teachers and researchers a guide to effectively implement and research DGBL in K-12 classrooms, as well as conceptual classifications of factors and conditions that could play an important role when adopting digital games in instruction.Doctor of Philosophy
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Nivens, Ryan Andrew, and Rosemary Geiken. "Developing Preschoolers’ Coding Literacy Using a Computer Science-based Board Game." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/2641.
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Glazer, Kip. "Imagining a constructionist game-based pedagogical model| Using tabletop role-playing game creation to enhance literature education in high school English classes." Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3731117.
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In today’s K-12 educational environment with the newly adopted Common Core State Standards (CCSS), improving student literacy as a foundational skill to obtain success in all other subject areas is one of the most important goals. Unfortunately, many literature curricula suffer from a lack of innovative pedagogy despite the introduction of various educational technologies meant to aid student learning. This study focused on developing a new game-based constructionist pedagogical model for literature education using tabletop role-playing game creation. Using Shulman’s (1987) Pedagogical Content Knowledge (PCK) that eventually evolved into Mishra and Kohler’s (2006) Technological Pedagogical Content Knowledge (TPACK) as the main theoretical framework, this design-based research showed how tabletop role-playing game creation as a constructionist pedagogical strategy successfully helped high school students to receive the benefits of high quality literature education.
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Floeter, Allison. "Establishing guidelines to convert a classroom train-the-trainer program into a digital game-based learning format." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009floetera.pdf.
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Franciosi, Stephan J. "Educator perceptions of digital game-based learning in the instruction of foreign languages in Japanese higher education." Thesis, Pepperdine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3611461.
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Digital Game-Based Learning (DGBL) is an innovative educational approach that is becoming increasingly popular among researchers and practitioners in technologically advanced countries in the West, but is largely unknown or ignored in the instruction of Foreign Languages (FL) in Japanese higher education. This is problematic because more interest in research and implementation among faculty in Japan would likely contribute to the development of DGBL and improve the quality of FL education. The purpose of the present study was to better understand the lack of interest in DGBL in Japan by employing Everett Rogers' Innovation Diffusion Theory to explore the perceptions of relative advantage, compatibility, complexity, trialability, and observability of DGBL among FL faculty in Japanese higher education. A concurrent mixed-methods approach was employed to collect data through an online self-completion questionnaire and asynchronous email interviews. The results indicate that while most faculty members believe that DGBL would have a beneficial impact on learner motivation, they are unconvinced that it offers real learning outcomes. Further, participants were divided as to whether the approach would be compatible with course learning objectives, and many regarded it as suitable primarily as supplemental learning material. Faculty members with a research interest in Computer-Assisted Language Learning (CALL) expressed a willingness to try the approach, but at the same time pointed out that there were few opportunities to do so.
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Najmi, Anjum A. "Exploring the Impact on Self-regulated Learning: a Comparative Analysis of Learner Experiences Using Problem-based Learning, Game Play, and Computer-based Instruction." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc500031/.
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The ability to transfer what you know to new and different contexts is a sign of successful learning. While students often graduate from college with the required number of courses many lack the skills necessary to apply appropriate strategies to solve problems in different contexts, to reason, and think critically. More than a decade ago the Boyer Report (1995) pointed to this fact as a sign that Universities were falling short in adequately supporting their undergraduate populations. As a result, it is not uncommon to see educational institutions introducing new courses and programs geared towards helping students learn better. This study explores learner experiences and the impact on self-regulated learning within a distributed learning setting when motivated by problem-based learning, game play, and computer-based instruction. In this study the instructional design of the course introduced undergraduate students to authentic learning experiences in which students engaged in collaborative problem solving and learning activities framed within the narrative of an alternate reality game. Fifteen self-regulated learning constructs were examined. The comparison group engaged with problem solving tasks and computer-based instruction. Additionally, the study used the theory Learning and Teaching as Communicative Action and its four communicative actions as a lens to understand the full range of student interactions and how they constructed knowledge. The research design employed computer-mediated discourse analysis to examine qualitative data. Data was triangulated through constant-comparative coding of student communication in the form of web logs, emails, student assignments, and semi-structured interviews. Review and consensus building was embedded in the process of identifying emerging codes and categories, and used to support emergent inferences before the final themes were identified and mutually agreed upon. Finally, to evaluate the outcome of the instructional design, pre and posttest measures were used among groups using a two-sample t-test. Statistical significance was used to determine changes in learning outcomes while select qualitative codes were examined and reviewed to gauge student satisfaction with the instructional approach. Results indicated substantial qualitative and quantitative differences among the three versions of the course related to self-regulated learning practices and communicative action in particular in terms of student interaction, and knowledge construction. Additional, findings revealed differences in epistemic beliefs about learning, which in turn influenced how students chose to learn. These outcomes are presented and discussed along with the implications for instructional design.
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Nivens, Ryan Andrew, and Rosemary Geiken. "Using a Computer Science-Based Board Game to Develop Preschoolers' Mathematics." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/214.
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There is a critical need to teach computer science (CS) in order to assure that our nation remains competitive globally [6]. CS is a new basic skill necessary for economic opportunity [6] but is rarely taught before age 6 and only using electronic devices [1]. This presents a challenge for those concerned with “screen time” inherent in electronic devices [2] and for children in poverty with little access to electronic devices [3]. Coding, creating a series of commands that a computer carries out, is a component of CS and can be introduced as early as preschool age and results in increased logical sequencing [5] (putting action commands in order). Missing from the research is the impact of coding with non-electronic formats on logical sequencing with children younger than age 6. Our study fills this need by using a non-electronic format with 4-year-olds. The purpose is to see if playing Robot Turtles, a board game designed to teach coding, will increase logical sequencing skills. Our hypothesis is that we will see a 10 times greater increase in logical sequencing in the children who play Robot Turtles than those playing Candy Land, a board game with no measurable effect on math skills [4]
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Wang, Fu-Chuan. "An integration of cognitive academic language proficiency and content-based instruction." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2297.
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Maneekul, Jarunee. "The Effects of Computer-Assisted Instruction on the Achievements and Attitudes of Private Postsecondary Vocational-Technical Students in a Supplementary English Course in Thailand." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278801/.
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The purpose of the study was to determine the effects of normal instruction supplemented by the computer-assisted instruction English program Grammar Game on achievement and attitude scores of vocational-technical students in Thailand. The experimental design was a 2 x 2 factorial ANOVA design. One hundred seventy-eight students at the Lanna Polytechnical College in Thailand were randomly selected from the population of 10 classrooms. Four classes were intact groups, with two classes randomly assigned to the experimental groups which received Lecture/CAI and the other two as control groups which received Lecture. The 89 students in each group were divided into high- and low- ability, based on their previous English scores. Subjects received treatment for nine weeks. Pre-test and post-test instruments on achievement and attitude were administered to both groups. The Statistical Analysis System (SAS), and the General Linear Model (GLM) package computer program yielded the MANOVA results. Based on data analysis, the findings were as follows: (1) There was a significant difference between the students in a Lecture/CAI English program and the students in a Lecture English program when they were compared simultaneously on the achievement and attitude scores, F(l, 176) = 18.97, p < .05. (2) There was no significant interaction between the types of teaching methods and levels of ability when achievement was used as the dependent variable, F(l, 174) = .48, p > .05. (3) There was no significant interaction between the types of teaching methods and levels of ability when attitude was used as the dependent variable, F(l, 174) = .06, p > .05. The conclusion was that normal instruction supplemented by CAI improved achievement and attitude scores. On the other hand, the effect of two types of methods on achievement remained the same for high- and low-ability students and so did the effect of two types of methods on attitude. Future research should examine different CAI software packages, CAI within a full year, the effects of ability on achievement and attitude, background knowledge, more levels of independent variables, characteristics of an effective CAI program, and a case study with larger population in Thailand.
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Brown-Turner, Jasmine. "A Phenomenological Examination of Virtual Game Developers' Experiences Using Jacob's Ladder Pre-Production Design Tactic." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3519.
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Edutainment refers to curriculum and instruction designed with a clear educational purpose, including multi-faceted virtual learning game design. Tools such as the Jacob's Ladder pre-production design tactic have been developed to ensure that voices of both engineers and educators are heard. However, it is unclear how development team members experience and perceive their collaborative work while designing a virtual game using such tactics. This phenomenological study examined the experiences of agile software team members using Jacob's Ladder pre-production design as an interdisciplinary collaboration tool while designing a virtual learning game. Seven design team members (3 educators and 4 engineers) participated in semi-structured interviews and transcripts were analyzed via an inductive coding process that led to the development of key themes. Findings indicated that using Jacob's Ladder design tactic influenced the experience of the team by keeping the team focused on common goals and learner needs, organizing the team work, supporting interdisciplinary collaboration, and promoting shared understandings of the software platform limitations. Individuals played various roles, appreciated diverse views, recognized prior experience and idea sharing, and felt the design tactic supported flexibility for interdisciplinary collaboration. By linking integration strategies to interdisciplinary collaboration, findings from this study may be used by organizational leaders to consider best practices in team building for virtual learning game design, which will further support the development of effective games and growth of the edutainment industry.
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Fuller, Marvin Gene. "Interactions Between Patterns of Gamer Behaviors and Time-on-Task for Mathematics Remediation in a Game-based HIVE." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/235.
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As the presence of digital game-based learning increases in United States classrooms, understanding their impact on achievement is critical. Digital games for learning offer many potential benefits, including reducing the number of students trapped in a remediation cycle, a contributor to college dropout. Despite the recognized potential of game-based learning, few researchers have explored the relationships between specific patterns of behaviors and types of digital game-based learning environments. The underlying theory for this study was patterns of gamer behaviors may predict in-game behaviors. Archival, third-party data regarding The Lost Function - Episode 1: Sum of the Forgotten Minds by Advanced Training & Learning Technology, LLC was used in this study. Using 4 case groups at the high school and college levels (n=114), self-reported levels of the 3 patterns of gamer behaviors, gender, and age-band were analyzed using multiple regression to determine relationships to time-on-task in a game-based highly interactive virtual environment, designed for mathematics remediation. While the results were inconclusive, this study supported the existing literature regarding gender differences and the lack of mutual exclusivity in behavior typing. Recommendations include additional research in how the statements used in the 3-factor model may be adjusted to allow for a broader population of game players. The social change implication is that further understanding of the relationship between learner traits and digital learning environment may assist educators that employ digital game-based learning a way to better align learners to the most appropriate digital learning environment, thereby increases their chances at success.
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Sizemore, Mary L. "Personalized Online Learning Labs and Face-to-Face Teaching in First-Year College English Courses." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984240/.
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The purpose of this two-phase, explanatory mixed methods study was to understand the benefits of teaching grammar from three different learning methods: face-to-face, online personalized learning lab and a blended learning method. The study obtained quantitative results from a pre and post-tests, a general survey and writing assignment rubrics from three English 1301 classes and then follow-up interviews with focus groups from each class to explore those results in more depth. In the first phase, quantitative research questions addressed the relationship of grammar teaching methods and grammar acquisition with students at a two-year technical and academic college. In the second phase, used focus groups to perform qualitative interviews to better explore the quantitative results.
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Moulana, Sultana Jesmine. "SYNERGY: GAME DESIGN + QUR'AN MEMORIZATION." VCU Scholars Compass, 2017. https://scholarscompass.vcu.edu/etd/5199.
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The rise of digital technology has transformed nearly every part of our daily lives, including the way we learn and memorize. Such transformations raise interesting questions for one of the most long-standing and demanding memorization tasks in the world: the memorization of the Islamic holy book, The Qur’an. For Muslims, The Qur’an is a timeless, sacred text, cradling within its covers many profound images, stories, and parables. Despite rigorous research in the fields of game design and memorization techniques, very little work has been done in combining these two areas of research to create a game-based memorization experience of The Quran. This thesis synthesizes game design elements with existing memorization techniques to foster a more engaging, enriching, and inspiring Qur’an memorization experience.
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Pabon, Lizette Cruzie. "Training Through Serious Games: The Relationship Between Travel Agent Engagement, Knowledge of Cruise Products and Cruise Sales." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2612.
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Research is limited on the role game-based training has on the engagement of learners. The following study was conducted to further advance research on engagement and game-based training in businesses by studying the engagement of travel agents in the game.
Engagement is the manner in which a learner's cognitive and motor skills are motivated when participating in a game. Engaged learners will often push through challenging tasks and will concentrate on improving their skills due to their excitement about playing. The present study examined the engagement of travel agents as they played a serious game. The serious game, Adventures Game, was designed to provide a fun and memorable format for learning for travel agents who sell cruise tickets for a cruise line.
The focus of this study was to examine the relationship between engagement (as measured by total number of minutes playing the game) and knowledge attainment (as measured by total number of fun points) of travel agents while playing a serious game. In addition, to understand the relationship between engagement and total cruise sales (as measured by total number of cabins sold). Thus, this nonexperimental study investigated the relationship between engagement and knowledge attainment. A combination of linear regression analyses and correlations were used to examine this relationship. The sample consisted of travel agents (N = 309) who played the serious game. The study focused on data which ranged from January 1, 2012 until December 31, 2014.
The regression results supported both hypotheses proposed in this study. A strong, positive and statistically significant relationship between engagement and knowledge attainment was found. In addition, a modest, positive and statistically significant relationship between engagement and total cabin sales was found. Based on these results, further analysis was conducted, leading to finding a statistically significant relationship between knowledge attainment and total cabin sales as well.
Future research should be designed to test whether the modest link between engagement and total cabin sales is mediated by knowledge attainment. The implications of the findings demonstrate theoretical, empirical and practical relevance, particularly as it is linked to adults learning optimally in computer-mediated, workplace settings.
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Stevens, Mark Allen. "Development of an Educational Role-Playing Game for the Acquisition of Ohio Fourth-Grade Mathematics Standards." Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1194022878.
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Russell, Victoria. "The effects of processing instruction, structured input, and visual input enhancement on the acquisition of the subjunctive in adjectival clauses by intermediate-level distance learners of Spanish." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003189.
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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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Holm, Cyril. "F. A. Hayek's Critique of Legislation." Doctoral thesis, Uppsala universitet, Juridiska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-236890.
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The dissertation concerns F. A. Hayek’s (1899–1992) critique of legislation. The purpose of the investigation is to clarify and assess that critique. I argue that there is in Hayek’s work a critique of legislation that is distinct from his well-known critique of social planning. Further that the main claim of this critique is what I refer to as Hayek’s legislation tenet, namely that legislation that aims to achieve specific aggregate results in complex orders of society will decrease the welfare level. The legislation tenet gains support; (i) from the welfare claim – according to which there is a positive correlation between the utilization of knowledge and the welfare level in society; (ii) from the dispersal of knowledge thesis – according to which the total knowledge of society is dispersed and not available to any one agency; and (iii) from the cultural evolution thesis – according to which evolutionary rules are more favorable to the utilization of knowledge in social cooperation than are legislative rules. More specifically, I argue that these form two lines of argument in support of the legislation tenet. One line of argument is based on the conjunction of the welfare claim and the dispersal of knowledge thesis. I argue that this line of argument is true. The other line of argument is based on the conjunction of the welfare claim and the cultural evolution thesis. I argue that this line of argument is false, mainly because the empirical work of political scientist Elinor Ostrom refutes it. Because the two lines of argument support the legislation tenet independently of each other, I argue that Hayek’s critique of legislation is true. In this dissertation, I further develop a legislative policy tool as based on the welfare claim and Hayek’s conception of coercion. I also consider Hayek’s idea that rules and law are instrumental in forging rational individual action and rational social orders, and turn to review this idea in light of the work of experimental economist Vernon Smith and economic historian Avner Greif. I find that Smith and Greif support this idea of Hayek’s, and I conjecture that it contributes to our understanding of Adam Smith’s notion of the invisible hand: It is rules – not an invisible hand – that prompt subjects to align individual and aggregate rationality in social interaction. Finally, I argue that Hayek’s critique is essentially utilitarian, as it is concerned with the negative welfare consequences of certain forms of legislation. And although it may appear that the dispersal of knowledge thesis will undermine the possibility of carrying out the utilitarian calculus, due to the lack of knowledge of the consequences of one’s actions – and therefore undermine the legislation tenet itself – I argue that the distinction between utilitarianism conceived as a method of deliberation and utilitarianism conceived as a criterion of correctness may be used to save Hayek’s critique from this objection.
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FENG, KUO-ZHENG, and 馮國政. "Effects of Game-Based Instruction on Remedial Senior High School Students’ Learning English Grammar." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/69z556.
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碩士國立雲林科技大學
應用外語系
107
This qusi-experimental study aimed to investigate the effects of game-based instruction (GI) on 10th graders. In addition, the present study wanted to explore the relative impacts of GI on students’ learning motivation and learning anxiety. The participants were 80 first-year senior high school students enrolled in a remedial program. One class (n= 40) was assigned to the experimental group who received game-based instruction, called Duolingo while the other (n= 40) to the control group who received traditional instruction, embedded with lecturing and note-taking. A grammar test, learning motivation, and learning anxiety questionnaires were administered before and after the treatment. The treatment lasted for eight weeks, which covered the grammar competences corresponding to GEPT elementary level. The results showed that both GI and TI made improvements in their learning performance after the treatments. In addition, Duolingo had significant impact on enhancing GI group’s learning motivation and lowering the learning anxiety. It was concluded that Duolingo could be an alternative when English was taught. In the end, pedagogical implications, limitations of the study, and suggestions for future research were provided.
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Ort, Feyglová Sandra. "Metodika pro učitele k deskové hře "Syrious : Útěk ze Sýrie" pro její využití na 2. stupni ZŠ, gymnáziích a SŠ." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-404314.
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based learning, grammar schools, teacher's guide, migration, The master theses deals with the "Syrious Escape from Syria" board game and its known teacher's guides for this topics. The fundamental part of the theses outlines the "Syrious Escape from Syria" board game by describing it collected data the theses developes teacher's guide for using this board game and in research should guide the authors of the "Syrious Escape from Syria" board game
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Lan, Yi-Chi, and 藍翊綺. "The Design-based Research of Applying Game to Mathematics Remedial Instruction." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/44298765764329200042.
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碩士國立臺北教育大學
課程與教學研究所
100
The purpose of this research is applying a series of designed games to the mathematics remedial instruction program for remedial teaching intervention in After School Alternative Program. In order to understand the learning experiences of the under-achieving students, and investigate their math learning performance. Furthermore, at the end of the day, in hopes that the results of this research may bring some changes and provide some references experience to the current situation of remedial instruction. The subjects of this research were seven cases of students, a group of fifth-graders study together in After School Alternative Program class for adopting design-based research. This research lasted 5 weeks, including 15 class-hours of applying games to mathematics remedial instruction course. For collection information on math learning achievement, math learning motivation, and to explore the cases of students' learning performance and learning experience. The researcher has used the following researching instruments through pretest and posttest, including “After School Alternative Program technology-based testing (ASAP-tbt) ” by the Ministry of Education, the “class ranking” of original class, the self-designed “Math Learning Achievement Test” and “Math Learning Motivation Scale”, and added in course observations and interviews. The results of this research have led to two conclusions, which are listed below: 1. The games applied to the mathematics remedial instruction program can improve the students' math learning performance of After School Alternative Program. (1) Math learning achievement: the three cases of students had progress, one flat, three declined at ASAP-tbt; in the class ranking of original class, four cases had progress, one flat, two drops; the self-designed “Math Learning Achievement Test” through pretest and posttest, indicated all seven cases of students have progress. (2) Math learning motivation: according the answers of learning attitude quiz at ASAP-tbt indicated all seven students' math learning motivation have been strengthen, and their attitude toward math learning have become more positive and active; based on the numerical score and the average from the “Scale of Math Learning Motivation” designed by the researcher through pretest and posttest comparison, it shows that most of the students have progress, only one case is rendered flat; interviews found that compared to the traditional way of teaching, students prefer using teaching games as strategies to learning. 2. The elements of enhancing math learning performance and the factors of influencing cases of students to participate in courses: (1) The elements of improving math learning achievement include cooperative learning, mastery exercises, specific operations, and immediate feedback. (2) The elements of enhancing math learning motivation contain positive reinforcement, sense of curiosity and challenging, interest, and freedom of creation. (3) The influencing factors of individual students’ participation in the game teaching activities during class contain physical condition, pressure of homework, difficulty of worksheet, sense of achievement ,and cooperative partnership members. Finally, based on the results of this research, the researcher provides recommendations to remedial instruction and future research: (1) Applying games to the mathematics remedial instruction program is effective, worth to widely promote and put to use. (2) The elements of enhancing math learning performance should be considered in designing games applied to mathematics remedial instruction program. (3) Recommendations for future research: to extend the research period, a thorough understanding of the family background of student, to design the courses for other grades remedial instructional program, and teaching of math learning strategies.
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Chao-mei, Wu. "A Study of the Comparative Effect of Input-based Grammar Instruction and Output-based Instruction on the Acquisition of the English Subjunctive Mood." 2002. http://www.cetd.com.tw/ec/thesisdetail.aspx?etdun=U0021-1904200717025585.
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Wu, Chao-mei, and 吳昭玫. "A Study of the Comparative Effect of Input-based Grammar Instruction and Output-based Instruction on the Acquisition of the English Subjunctive Mood." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/00497739575424108455.
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碩士國立臺灣師範大學
英語研究所
91
The present study aims to investigate the comparative effect of the traditional out-based instruction and the innovative input-based instruction. Processing instruction, proposed by Bill VanPatten, aims to direct learners’ processing of the input containing the target structure. Vanpatten and other proponents claim that it has better effect than traditional instruction on comprehension and almost equally good effect on production. However, some researchers argue that the effect might be affected by the complexity of the target structure and the difficulty of the tasks. The target structure of the present study was the English Subjunctive Mood, which is regarded as difficult both for comprehension and for production by most Chinese students. The subjects were two intact classes of the first graders of Yangming Senior High School. One class received tradition instruction and the other received processing instruction. An immediate posttest and a delayed posttest were used as means for assessing the effect of instruction. Both posttests consisted of two types of comprehension tasks and two types of production tasks. The results show that the processing group did do better than the traditional group in all of the comprehension tasks, suggesting better effects for processing instruction on comprehension. For the production task, the processing group did almost equally well in the blank-filling task, but their performance in the sentence-combining task was not satisfactory, suggesting that the effect really has something to do with the difficulty of the tasks. When the production task is difficult, output practice is still necessary for accurate production.
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Li, Zhi Wei, and 李誌偉. "Research of a Game-based Learning for Computer Instruction at Elementary School." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/70077199535009628700.
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碩士國立臺中教育大學
數位內容科技學系碩士班
98
The progress of network and multi-media technique, can make the e-learning environment broken timespace restriction, provide the method of the presenting of interaction and diversification.In the international economic environment competing vehemence, how make use of e-learning to enhance teaching in the school and promote an enterprise competition ability, have already become the subject that the educational circles concerns together with industry.In order to build a set of Game-based Learning system, this research purpose matches with Ministry of Education to announce information education ability index sign design, and make use of a virtual role is learning an encouraging of ranking to increase to learn of help participation degree and to build up to keep learning, then reach a valid e-learning system.More achieve out the learning through the experiment to find the difference of e-learning result from high, medium and low kind students in studying, and with the questionnaire, understanding the satisfaction of e-learning system from students.BE shown as a result by the research:(1) Use a Game-based Learning system to carry on learning to contribute to promote the learner is personal in the content of the computer hardware of learning result;(2)The Game-based Learning system teaching to have no to influence too greatly to the student of the of different ability level learning effect;(3) The student turns e-learning teaching to embrace a positive affirmative viewpoint and attitude to the Game-based Learning system.
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馬政剛. "Investigation on Game-based Trigonometric Function Remedial Instruction for Vocational first grade." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/j56g97.
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Lai, Gi-yu, and 賴季佑. "Apply Digital Game-based Learning to Mathematics Remedial Instruction for Second Graders." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/32124297848673505431.
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碩士世新大學
資訊傳播學研究所(含碩專班)
104
Happiness is one of the goals in life worth pursuing and the achievement from learning is one of them. However, in Taiwan, students in the primary schools and junior high schools feel frustrated when learning math. To promote the learning motivation of low achievement students, the research attempts to apply digital game-based learning in mathematic remedial instruction for second graders to enhance students’ self-confidence and expect that they can learn happily. The target of the research is to know the difference of second graders’ mathematics learning achievement and mathematics learning motivation under applied digital game-based learning in mathematics remedial instruction. This was an action research and six low achievement students were chosen as the participants. The data were mainly analyzed in qualitative methods, and partly in quantitative methods. Data collection includes the results of digital diagnostic system , pre-test, post-test, sound recording, picture recording, a diary record of teacher’s observation, questionnaire of children’s attitude towards mathematics, and student’s reflections on digital game-based learning. The research evaluated the change of students’ learning achievement and learning motivation in mathematics. The results suggest that apply digital game-based learning in mathematic remedial instruction for second graders can improve low-achievement students’ mathematics learning achievement, it also can enhance their mathematics learning motivation.
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張安緹, CHANG AN-TI, and 張安緹. "Design and Analysis of the Real-Time Adaptive Game-Based English Vocabulary Instruction." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/5j64c2.
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碩士國立臺中教育大學
數位內容科技學系碩士在職專班
106
More and more English learning activities help learners to learn English effectively through digital game situation. The integration of game competition strategy into English teaching environment can improve students’ learning motivation. It is obvious that the emphasis on English learning admits of no delay in teaching practice and there search into promoting English vocabulary learning is of great importance. The real-time adaptive English vocabulary game learning system teaching can apply the image sensing interaction technology to enter English vocabulary game learning field and learners can stimulate the learning motivation and effectively give play to the advantage of game system in the teaching through the design of real-time adaptive game contents and change in difficulty level. This research adopted quasi-experimental design to explore the effect on the sixth grade students’ learning effectiveness and the difference in learning motivation through real-time adaptive English vocabulary game learning system teaching. The research results show that:(1)The learning effectiveness by applying real-time adaptive English vocabulary game learning system teaching is significantly superior to that of traditional dictating English vocabulary teaching.(2)In terms of learning effectiveness analysis with different learning abilities, students in high learning ability group have no significant difference in real-time adaptive English vocabulary game learning system teaching and traditional oral English vocabulary teaching; but for students in low learning ability group, real-time adaptive English vocabulary game learning system teaching is significantly superior to traditional oral English vocabulary teaching.(3)Learning concentration and learning effectiveness related effects, the first phase of A1 was not significant; the second phase of A2 was significant, moderately correlated; the third phase of A3 was significant, was highly correlated, indicating that learning phase more post-focus concentration effect Significant (4)In terms of analysis for learning motivation, compared with the traditional or English vocabulary teaching, the learning motivation of real-time adaptive English vocabulary game learning teaching has been significantly improved in the 4 dimensions of attention, association, confidence and satisfaction.(5)There is a significant difference in the analysis of the results of the questionnaire survey of learning feedback questionnaire of instant adaptation English vocabulary game learning system.
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CHEN, YU-CHING, and 陳侑靖. "A Study of a Game-based English Alphabets Instruction to 3rd Grade Students." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/98dtmj.
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碩士慈濟大學
教育研究所
106
The purposes of this study are to explore the effects of game-based English alphabets instruction on 3rd Grade students’ English letter-sound correspondences ability, learning attitude. And to show how the researcher encounters and finally solved some difficulties during implementing. This research adopts the “Action Research Method.” It takes 18 students, who are 3rd Grade students, as the research objects instructing game-based English alphabets for 13 weeks to improve students’ letter-sound correspondences ability and learning attitude. The data of the research are collected from classroom observation, interviews, reflective journals, and the results of students’ test are analyzed. The major findings are summarized as follows: 1. The researcher designs a suitable course with game-based English alphabets instruction to 3rd Grade students. 2. The course can improve students’ English letter-sound correspondences ability. 3. The course can make students have positive learning attitude. 4. The course can bring out teachers’ professional development, reflection, and problem solving skills in English teaching class. Based on the above conclusions, the suggestions for further research in the same domain are given.
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Megharbi, Nora. "The acquisition of the perfective/imperfective aspectual distinction in French : output-based instruction vs. processing instruction." 2007. http://hdl.handle.net/2152/14640.
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The effect of grammar instruction on second language acquisition continues to be a source of debate in SLA research. Previous studies have shown that input-based instruction such as Processing Instruction (PI) is more effective than traditional grammar instruction (TI) for the acquisition of grammatical structures such as object pronouns in Spanish, the Spanish preterite, the simple present vs. the present progressive in English, and the ser/estar contrast in Spanish (VanPatten and Cadierno, 1993; Cadierno, 1995; Buck, 2000; Cheng, 2004). This quasi-experimental, classroom-based study examines the effects of output-based instruction (OB) and PI on the acquisition of the perfective/imperfective aspectual distinction in French, shown to be difficult to master by English-speaking learners due to its linguistic and pragmatic complexity. Specifically, the research design investigates whether OB instruction and PI have significant effects on the learners' performance involving the interpretation and production of the passé composé and the imparfait in narration. Two second semester university level French classes at the University of Texas at Austin were randomly assigned to one of the two groups: an output-based instruction group (n=18) and a processing instruction group (n=17). A distinct instructional treatment was developed for both groups, and a pretest/posttest procedure was used to assess the effect of instruction. The two posttests were administered one day and one month after instruction. All tests except the pretest included a written interpretation task, a controlled written production task, and a written composition. The findings show that both the OB and the PI groups improved their performance significantly on the assessment tasks and that there was no statistical difference between the groups on any of the tasks. These results differ from those of previous PI research and suggest that either type of instruction, output-based or processing, may have had a significant impact on the learners' developing system. The type of output-based instruction used in this study differs from TI in that it does not include a mechanical component. The results of the present study are consistent with Farley (2004b) in showing that approaches to grammar instruction that are meaning-oriented may bring about significant effects on SLA.text
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Wu, Yi-Po, and 吳羿柏. "An Animation based Computer Aided Instruction System for Cut off Play in Baseball Game." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/haj455.
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碩士國立臺北科技大學
資訊工程系研究所
99
The application of sports information has grown exponentially in recent years, sports tactics simulation via information technology is rapidly becoming a trend. Baseball is a team sport in which opposing teams take turns playing offense and defense. In baseball, the cut-off is one of many important tactics. A properly-executed cut-off has the potential to tag out opposing players while a poorly-performed cut-off grants the opposing team more opportunities to score runs. Over baseball’s long history, the complex cut-off has remained a fundamental strategy. In this paper, we digitally simulate and design an animation-based computer-aided instruction system for cut-off plays. This system is written in ActionScript and utilizes windows. Within these windows, users select between four different options to designate the landing point of the ball and simulate cut-off play. By allowing users to repeatedly experiment with different cut-off scenarios, this interactive software teaches through entertainment and can be extremely useful for lesser-experienced coaches and players.
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CHEN, I. CHUN, and 陳宜君. "Differentiated Instruction Using Digital Game-based Learning on Chinese Teaching in Junior High School." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/vg84f5.
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碩士淡江大學
教育科技學系數位學習在職專班
106
The purpose of this study was to investigate the effect of differentiated instruction involving digital game-based learning on the Chinese learning attitudes and outcomes of junior high students. The experimental group comprised a class using digital game-based learning, whereas the control group comprised a class using conventional learning methods involving worksheet. We also investigated the effects of the two teaching methods on the learning attitudes and outcomes of low-, mid-, and high-achieving students.The study applied a quasi-experimental design, and the participants were 90 public junior high school students with similar academic performance and in two classes (45 students each) in Taipei City. The teaching material was designed for the second-semester Chinese course in the eighth grade. Three units were included: “A Piece on Study for Sons and Nephews,” “Cultures that Came to the Tribes,” and “Empty Fort Strategy.” Differentiated instruction was administered to the experimental group using the PaGamO digital game platform and tablets. Research tools were a self-administered achievement test for determining Chinese learning outcomes and a scale for evaluating the Chinese learning attitudes of junior high school students; the students underwent the test before and after teaching. A paired-sample t test and independent-samples t test ,one way ANOVA,two way ANOVA and Nonparametric Statistics were used to analyze data and determine differences in attitudes and outcomes before and after the experiment. The study findings are listed as follows. The two teaching methods led to improved learning outcomes in the experimental group (t = 10.7, p < .001,d=1.52) and control group (t = 11.93, p < .001,d=1.26), but the experimental group had superior learning outcomes. The two teaching methods failed to significantly improve learning attitudes in both groups. Compared with the worksheets, digital game-based learning engendered significantly superior learning outcomes (F=11.39,p<.001, ηp2=.23)in low-achieving students. but failed to significantly improve learning attitudes in low-achieving students. The Taiwanese government is now actively promoting remedial education. Differentiated instruction through gamification of learning processes serves as reference for teachers providing remedial education for low-achieving students.
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CHEN, FANG-LIN, and 陳芳齡. "The Effects of App Game-based Remedial Instruction on Learning Area for School Children." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/06214359321344170391.
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碩士國立臺灣師範大學
圖文傳播學系
101
The section of area unit is an important concept construction of space, after the section of points and lines, of Geometry lessons in the elementary schools.The fourth graders are in the transformative period of Concrete Operation. Before the students entering into the period of formation thinking, the study using iPad’s application game as the remedy lessons to analyze the learning effect of underdeveloped students’ conception of area as well as the attitude of school children learning mathematics. The study adopts the Quasi-experimental method and students learning process discussion using the quantified and qualified description in search exploration, the participants were divided into two groups, experiment and control group, and sixteen students in each group. The total number is 32 stuentds. After six teaching experimental lectures, using the “math area achievement test”, “math learning attitude quantification table”, “schoolchildren learning process”, and “semi-structural questionnaire” are used to validate the learning effect and impact of App’s Game-based Remedial Instruction. The study shows the experiment group’s learning achievement is superior to the control group on “ math area concept”. In various concept analysis, significant results shows on“math area basic concept”, “math area reservation concept”, and “area estimation concept”. On “math area and circumference measurement concept”, there are no variation found in two groups. As for the effect of learning attitude of mathematics, students did show a significant difference toward learning mathematics by using the Remedial Instruction of application game. On “math learning confidence” perspective, it enhances learning confidence, helps underachieved students rediscover their interest toward math and helps them improve learning result. The results on “school children learning process” and “semi-structured questionnaire” revealed that students favored the lessons of using application games and anticipated using them in learning.
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Chen, Jhen-Yuan, and 陳振遠. "Effects of Programmed Instruction and Digital Game-Based Learning Method in Fraction Instruction Achievement and Perception of Elementary School Student." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/dghah3.
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碩士國立臺北教育大學
數學暨資訊教育學系(含數學教育碩士班)
104
Mathematics makes so many students feeling difficult to learn. The fraction concept is very important in terms of mathematics. So teachers should be given assistance when students with learning difficulties in fractions unit, and teachers to help students enhance performance. The purpose of this study is to develop a digital game-based learning system with programmed instruction. The system is used to learn fractions unit in fifth grade. Research purposes are comparing differences in student achievement and perception from two different modes. This study was based on an quasi-experimental design. The subject consists of 57 5th graders from two classes. The experimental group used the programmed instruction digital game-based learning system. The control group used the general digital game-based system. Then the student used game-based system to learn subtraction of fractions with different denominators. The results revealed that programmed instruction digital game-based learning system has positivity effect in mathematics learning. The system significantly impact students' learning performance, attitude and self-efficacy. The system also effectively relieves these students' mathematics anxiety and cognitive load. The programmed instruction digital game-based learning system can increase student’s learning behavior and success experience in the process. Students are satisfied with different GBL system; they also have highly flow experience. In short, students have an affirmative and positive attitude for game-based learning.
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Cao, Ya-Han, and 曹雅涵. "Effects of Contextual Game-Based Learning on Students\' Learning Achievement and Behaviors in an English Grammar Course." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/je5w3w.
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碩士國立臺灣科技大學
數位學習與教育研究所
107
In recent years, English has being recognized as a necessary ability. English grammar could be the most challenging part for EFL (English as Foreign Language) students; moreover, owing to the lack of proper English practicing contexts, EFL students generally are demotivated to learn English. Therefore, it is especially important to provide a proper English learning context to improve students' learning motivation. In order to provide a meaningful learning context to learn English, a contextual game-based learning approach is proposed in this study. To evaluate the effectiveness of the proposed approach, an experiment will be conducted in a college course to examine the students’ learning achievements. The participants were two classes of 52 freshmen who took a English grammar course in a university in northern Taiwan. One class was the experiment group learning with the contextual game-based learning approach, while the other class was the control group learning with the conventional technology learning approach. The experimental results show that the contextual game-based learning approach is able to reduce the students’ grammatical errors, while no significant difference existed between the learning achievements of the two groups. In terms of game-bused learning behavior, when dealing with the listening items, high-achievers tended to employ the collected game props and information to complete tasks, while low-achievers rarely had such behaviors. In the fill-in-the-blank item, high-achievers preferred to collect a large of data for reorganization and answer learning tasks, while the low-achievers of students preferred to answer the learning task first and then asked for help. In the reorganization item, the high-achievers can complete the tasks on their own, while the low-achievers generally failed to complete the task. Therefore, this study found that the high-achievers of students often collect and integrate data to solve problems, while the low-achievers of students lack such a competence or behaviors. Therefore, it is suggested that providing learning guidance to help low-achievers search for information for solving problems could an important issue for future research.
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"Exploring the integration of constructivist computer game-based learning into formal school curriculum teaching." Thesis, 2009. http://library.cuhk.edu.hk/record=b6075414.
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Jong, Siu-yung = 探索如何將建構式電腦遊戲化學習融入正規學校課程教學中 / 莊紹勇.Thesis (Ph.D.)--Chinese University of Hong Kong, 2009.
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstract also in Chinese; includes Chinese.
Jong, Siu-yung = Tan suo ru he jiang jian gou shi dian nao you xi hua xue xi rong ru zheng gui xue xiao ke cheng jiao xue zhong / Zhuang Shaoyong.
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Liou, Miau-ching, and 劉妙青. "Effects of meaningful input-based and meaningful output-based grammar instruction on Taiwanese senior high school students' learning of English relative clauses." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/49070368342682194186.
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碩士國立彰化師範大學
英語學系
97
The aim of this quasi-experimental study was to compare the effects of meaningful input-based and meaningful output-based instruction on the learning of English relative clauses by EFL learners in Taiwan. Specifically, it intended to explore whether the two types of grammar instruction had an impact on students’ learning of this form and whether the effects of the two types of instruction on their interpretative and productive performance of this form were different. Two first-year classes with 87 students from a senior high school in central Taiwan participated in this study and each class was assigned to either the meaningful input-based group or the meaningful output-based group. Both of these two groups received 6 periods of instruction. Before and after the instruction, a grammar test with an interpretation section and a production section was administered to the students as the pretest and the posttest to measure their interpretative knowledge and productive ability of the relative clauses. The results indicated both types of instruction had positive impacts on the students’ learning of English relative clauses. In addition, these two types of instruction were equally effective in promoting students’ interpretative abilities of the target form; yet, meaningful output-based instruction was found to have a greater effect on their production of the target structure. These findings suggest that it is helpful for senior high school EFL teachers to adopt either meaningful input-based or meaningful output-based instruction to instruct students in grammatical structures; in particular, they can utilize either of these two types of instruction to facilitate students’ interpretative abilities of specific forms. Additionally, meaningful output-based instruction can be used to assist their students in producing more target-like structures.
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Grace, Thomas. "Digital game-based learning: effects on students' perceptions and achievements in a business process management course." Thesis, 2016. http://hdl.handle.net/10539/22119.
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For the Degree of MCom by Dissertation in the Field of Information SystemsThe study aimed to investigate the impact of the introduction of digital game-based learning (DGBL) and its effect on students’ perceptions of competence, usefulness, and enjoyment, as well as their achievement. The context of the study was a third year Business Process Management (BPM) module, within an information systems course at the University of the Witwatersrand. Eight research questions were formulated and ten hypotheses were derived. The study was underpinned by Deci and Ryan (2002)’s self-determination theory (SDT) of human motivation, which included two of the sub-theories of SDT, cognitive evaluation theory (CIT) and organismic interaction theory (OIT), as well as Ryan et al. (2006)’s adaptation of the construct of presence into SDT. The study adopted a single group natural experiment pre-post design and a longitudinal relational design. The study was conducted with a sample of 24 students. Three baseline surveys were used to measure students’ levels of intrinsic motivation, perceived competence and perceived usefulness. This was done prior to the introduction of IBM’s Innov8 2.0, which was the digital learning game used in the study. The baseline surveys were administered one week apart, prior to the introduction of the game. After the game was introduced, an endline survey was used to capture students’ levels of intrinsic motivation, perceived competence, perceived usefulness and presence with the game. Learning achievement was measured through the use of three assessments conducted one week, one month and two months after the end of the BPM course. Hypothesis testing was conducted using t-tests, correlation, and PLS regression techniques. Results confirmed significant effects of the digital game to decrease perceived competence, a positive relationship between intrinsic motivation and achievement, and a positive relationship between presence and intrinsic motivation. As a result of the study, we now know that DGBL effects achievement through intrinsic motivation when in close proximity to the assessments. DGBL can appear to decrease perceived competence as it appears to be a feedback mechanism, which should be seen as a positive rather than negative effect. Certain DGBL characteristics such as presence increase intrinsic motivation perceptions.
MT2017
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Del, Valle-Gaster Elsa Silvia. "Grammar-based instruction and English as a second language (ESL) learning: a retrospective account of an action research project." Thesis, 2006. http://hdl.handle.net/2152/2858.
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Lin, Shih En, and 林世恩. "CALL Teacher Cognition Behind Game-based Language Instruction: A Case Study on a High School English Teacher." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/jvpjpu.
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碩士國立政治大學
英國語文學系
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Teacher cognition has been regarded to have strong connections with teachers' teaching practices. The case study intends to investigate a practicing language teacher's cognition behind her mobile-learning activity, an outdoor scavenger hunt activity with multiple missions. The main purpose of this study is to explore how the activity was designed and to further provide insights into CALL teacher education. This is a qualitative study and data were collected through the participant's presentation about the activity, two semi-structured interviews, documentation and informal talks with students. In the semi-structured interviews, the participant detailed her classroom practices and other related experiences, including past learning experiences, professional development and her experiences in other contexts. The participant's experiences were then reconstructed and analyzed with Borg (2006) and Mishra & Koehler (2006) as the frameworks. The study first detailed the nine missions included in the participant’s scavenger hunt activity and analyzed the teacher's knowledge shown in the activity. Then, the formation of the teacher's cognitions was traced mainly in three aspects: past schooling, professional coursework and classroom practices under various contexts. Finally, the revised, integrated framework and some insights into CALL teacher education were discussed. The result showed that the frameworks are lacking elements related to teachers themselves and teacher autonomy, both of which serve as a premise in the complex interaction of the elements in teacher cognitions and the resulting classroom practices. Other than that, it was found that the elements in the framework provided by Mishra & Koehler (2006) might carry different weights, which indicated more complexity in the framework. It is expected that those who are interested in technology integration into language teaching or CALL teacher education will find this study insightful and inspiring.
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Chao, Chien-Ya, and 趙千雅. "A Study to Board-game-based Instruction by Utilizing Mathmatic Operations for Taiwan’s Children at Elementary School Level." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/rtj9m6.
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碩士國立臺北教育大學
數位科技設計學系(含玩具與遊戲設計碩士班)
107
The researcher found that there was a lack of interest in the study of mathematics among the elementary school children encountered during his/her teaching. Their dislike of the subject increased with their grade years. The children were inquired on the their thoughts about mathematics and difficulty was the common answer. This could be a great challenge as mathematics is a fundamental course throughout the nine-year mandatory education; In recent years, the popularity of board games has enhanced the self-confidence of learners, so the researcher began to think about the issue and look for relevant literature, and designed the game based everyday life consumption for the students to learn mathematics through the game, and then understand how to apply the calculation and enhance their motivation for learning. In view of this, the researcher designed a math-based board game centered around consumer shopping with a hope that this board game will allow discussion on whether it can improve the learning motivation of middle and lower grade students and enhance the learning outcomes. This study adopts the experimental research method, and combines the ARCS pre- and post-test motivation questionnaire and interview method to evaluate the learning motivation and effectiveness of the children. The study subjects were children in the second and third grades of an elementary school, with a total of 65 students in six classes. The study found that the students were more likely to challenge the previous mathematics questions when they first played the game, and they were willing to challenge the questions that they did not understand. Some students who rejected mathematics previously have found it closely related to life since they began playing this game,so they no longer repel mathematics. Overall, board games can improve learning outcomes. For this board game design, it was shared with different types of subjects in the test phase to receive valuable advice This board game also contains the application and calculation of money used in daily life. The process of playing board games will enhance the mental arithmetic ability of addition and subtraction. It is hoped that this mathematical board game designed in this study can get good feedback from users and it can become a good auxiliary material for teachers mathematics courses.