To see the other types of publications on this topic, follow the link: Instructional video games.
Dissertations / Theses on the topic 'Instructional video games'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 24 dissertations / theses for your research on the topic 'Instructional video games.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Younis, Bilal Khaleel. "CREATING DIGITAL GAMES AS INTERACTIVE LEARNING ENVIRONMENTS: FACTORS THAT AFFECT PALESTINIAN TEACHERS' SUCCESS IN MODIFYING VIDEO GAMES FOR INSTRUCTION." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/594.
Full textAbstract:
CREATING DIGITAL GAMES AS INTERACTIVE LEARNING ENVIRONMENTS: FACTORS THAT AFFECT PALESTINIAN TEACHERS' SUCCESS IN MODIFYING VIDEO GAMES FOR INSTRUCTION The purpose of this study was to investigate the factors that might predict Palestinian teachers' success in modding games for instruction. An instructional game design model named Game Modding for Non-Professionals (GMNP) was created specifically for the training of Palestinian teachers during this study. This study addressed the question: To what extent do the variables gender, age, teaching experience, experience in playing video games, and adherence to the GMNP model predict teachers' success in modding video games for instruction when using the GMNP model? Gaining an understanding of teachers' performance in modding video games for instructional use may identify potential interventions that can be utilized to increase the use of this technology in the classroom. This investigation is useful in pointing out the need for teacher training to administrators and policy makers. The data for this study was collected from teachers at two Palestine Technical Colleges. All the teachers at the two Colleges were invited to participate, and 79 teachers agreed. Three teachers withdrew from the study before finishing it; hence, only 76 completed the study, and their data was used in the regression analysis. A workshop was conducted to train the teachers in using the GMNP model as a guide to game modding to modify video games for instructional use. During the workshop, the participants were asked to complete a worksheet. The participants were directed to use this worksheet to modify Neverwinter Nights 2 to teach a given instructional objective. At the end of the workshop, the completed GMNP model worksheet and the game mod created were collected from each participant as research data. The GMNP Model Rubric and the Educational Games Rubric were used to assess respectively the worksheets (for adherence to the GMNP model) and the game mods (for success in modifying a video game for instruction). Multiple linear regression was conducted to answer the research question. Tests to verify that the data met the various conditions required for multiple regression analysis were conducted and no violations of these conditions were detected. Findings indicated that gender was not a significant predictor of teachers' success in modding video games for instruction when the variance attributed to the other predictor variables was controlled, and the variables age, experience in playing video games, and adherence to the GMNP model were significant predictors of teachers' success in modding video games for instruction. The study suggested some implications and recommendations for policy makers and for future researchers who are interested in conducting similar studies about video game integration.
2
Watson, William R. "Formative research on an instructional design theory for educational video games." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3278250.
Full textAbstract:
Thesis (Ph.D.)--Indiana University, School of Education, 2007.<br>Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3816. Adviser: Charles M. Reigeluth. Title from dissertation home page (viewed May 8, 2008).
3
Rice, John W. 1967. "Using Myers-Briggs Personality Type Indicators to Predict High School Student Performance in an Educational Video Game." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc799468/.
Full textAbstract:
Educational video games have proven a useful tool for educators, offering experiential pedagogy in a variety of fields. Predicting the success of a video game in engaging students and motivating them to work with relevant material is problematic. One approach was attempted through administering the Myers-Briggs Personality Type Indicator to 42 high school students and observing subsequent voluntary performance on a popular mathematics video game throughout one semester. Game dynamics matching certain personality elements of the students generally correlated between learning preferences in the classroom and in the online gaming environment. Students who enjoyed group dynamics in classroom settings likewise indicated enthusiasm for the group dynamics in game play. Those students preferring structured learning environments may prefer less open ended virtual learning gaming environments. Since the game incorporated multiple choice questions and rewarded correct choices made quickly, those students with personality styles in which questions are carefully considered before answering suffered in points scored compared to those used to making fast intuitive choices in exam settings. Additional studies, including those with larger populations and different types of video games, are needed for more definite conclusions.
4
Jenkins, Dave A. "Teaching First-Semester General Chemistry Using 3D Video Games following an Atoms First Approach to Chemistry." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248376/.
Full textAbstract:
The unified learning model (ULM) focuses on students' engagement, motivation, prior knowledge, and working memory. This study employs the use of video games to assess students' learning through a 3D chemistry gaming environment. In this human-subjects research, students carried out missions and applied reasoning to solve problems appropriate for general chemistry content. For learning to occur, students must be engaged and motivated as stated in the ULM. Learning cannot necessarily be accomplished by experience alone, and critical thinking is required to turn the experience into learning. The interpretation of educational theory applied to video games and this proposed study are discussed. A moderately positive correlation was found between exam score and study time (playing the game). Essentially the more time spent playing the game or an online activity the higher the exam scores. There was an alpha level less than 0.05 (p < 0.05) between the experimental group and non-traditional group (no game or online activity). Supporting that there was a statistically significant difference between groups, the null hypothesis was accepted between the game and online activity. Furthermore, as stated under the ULM, engagement is necessary for optimal learning.
5
Bado, Niamboue. "Video Games and English as a Foreign Language Education in Burkina Faso." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1395498334.
Full text
6
Kappers, Wendi. "EDUCATIONAL VIDEO GAME EFFECTS UPON MATHEMATICS ACHIEVEMENT AND MOTIVATION SCORES: AN EXPERIMENTAL STUDY EXAMINING DIFFERENCES B." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2932.
Full textAbstract:
An experimental research study using a mixed-method analysis to was conducted to examine educational video game effects on mathematics achievement and motivation between sexes. This study examined sex difference in a 7th grade mathematics (Mathematics 2/Mathematics 2 Advanced) classroom (n=60) learning algebra. Attributes and barriers relating to educational video game play, preference, and setting characteristics were explored. To examine achievement and motivation outcomes, a repeated-measure (SPSS v14) test was used. The analysis included ethnographic results from both student and teacher interview and observation sessions for data triangulation. Results revealed a statistically significant academic mathematics achievement score increase (F =21.8, df =1, 54, p<.05). Although, mathematics class motivation scores did not present significance (F =.79, df =1, 47, p>.05), both sexes posted similar data outcomes with regard to mathematics class motivation after using an educational video game as treatment during an eighteen-week term in conjunction with receiving in-class instruction. Additionally, there was an increase in male variability in standard deviation score (SDmotivationpre=8.76, SDmotivation post=11.70) for mathematics class motivation. Lastly, self-reported differences between the sexes for this limited sample, with regard to game design likes and dislikes and observed female game play tendencies, were also investigated. The data presented customization as a unified, but most requested, game design need between the sexes. Between sex differences were found only to be superficial other than a female delay in game acceptance with regard to time and game play comfort.<br>Ph.D.<br>Department of Educational Research, Technology and Leadership<br>Education<br>Education PhD
7
Straight, Ryan M. "An Exploratory Study of Augmented Reality and Mobile Games Examining Ingress Player Motivation and Potential Educational Value." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1426691458.
Full text
8
Hanson, Loraine Jones. "Learning Within a Computer-Assisted Instructional Environment: Effects on Multiplication Math Fact Mastery and Self-Efficacy in Elementary-Age Students." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3466.
Full textAbstract:
The primary purpose of this study was to evaluate the effect of basic multiplication mastery (0-12) and self-efficacy outcomes for elementary age students attempting to master multiplication facts in a Computer-Assisted Instructional (CAI) environment. Timez Attack (TA), a modern Internet based 3-D multiplication video game, was the computer program used in this study. Four third- and four fourth-grade classes of students at a public charter school received either 12 20-minute Teacher-Led Instructional (TLI), or TA multiplication practice sessions. Pre- and post Math Attitude Survey (MAS), timed multiplication tests, observations, and informal interviews were used to assess and compare TA and TLI's learning environments, performance, and self-efficacy outcomes. Both third- and fourth-grade TA students' level of multiplication mastery improved significantly after intervention. Results from the post-MAS also revealed significantly higher self-efficacy beliefs, and reduced nervousness in learning multiplication facts amongst some TA students. Statistical data analysis revealed no significant performance outcome differences between TLI and TA third-grade classes; however, post-test comparisons between fourth-grade TLI and TA students showed TA students significantly outperforming their comparison group counterparts by answering approximately 50% more problems in a given time and feeling significantly less nervous toward learning new multiplication math facts. The TA program's motivational, self-paced, and self-evaluative features seemed to produce a positive learning environment, which encouraged student learning. Educators should consider using CAI with features similar to TA's to improve students' academic performance and self-efficacy.
9
Hamm, Breanna H. "Today's Learners: Applying Gaming Elements to Enhance Student Engagement in a University Visual Communication Course." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1308576036.
Full text
10
Gale, Caroline. "The effects of gaze awareness on communication in video-mediated spatial instruction tasks." Thesis, University of York, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298590.
Full text
11
Manzo, Daniel Vito. "Using Interactive Media As An Educational Alternative To Traditional Music Instruction." Digital WPI, 2015. https://digitalcommons.wpi.edu/etd-theses/1121.
Full textAbstract:
"Video games are more popular now than they have ever been, and the video game industry is on the verge of hitting its Golden Age (Diver, 2015). In 2015 alone, the video game industry is predicted to reach $91 billion in sales revenue (Nunnely, 2015). Video games have become a key element in today’s youth culture (Seel, 2001; Aarsand, 2007; Gee, 2007). With such a successful and culturally relevant medium at their disposal, pedagogues can use this form of entertainment as a gateway medium for educational instruction. This paper describes the progressive integration of technology in music education as well as the implications of using a non-traditional method of educational instruction through a video game. Focusing specifically on the instruction of music theory, several methods of instruction are examined. Past studies using video games as a medium to convey instruction are further examined. The development of an educational music theory video game is explored along with several development tools in its design. A randomized controlled trial was conducted in an undergraduate classroom where participants completed a series of activities using either the music theory video game prototype or a simulated method book application. The data suggests a significant improvement in each skill topic when using the video game and compares similarly to the simulated method book application."
12
Mubireek, Khalid Al. "Gender-oriented vs. gender-neutral computer games in education." Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1056139090.
Full textAbstract:
Thesis (Ph. D.)--Ohio State University, 2003.<br>Title from first page of PDF file. Document formatted into pages; contains xi, 120 p.; also includes graphics Includes bibliographical references (p. 101-106). Available online via OhioLINK's ETD Center
13
Lipinski, Michael. "Feasibility of the nintendo Ds for teaching problem-based learning in kindergarten through twelfth grade students." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5760.
Full textAbstract:
Thesis (M.S.)--University of Missouri-Columbia, 2008.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 13, 2009) Includes bibliographical references.
14
Malkus, Amy J., K. Edmonds, S. Leitnaker, S. Lutz, Janese Moore, and J. Rose. "The Relationship of Video Games and Physical Activity to Homework Performance in Fourth and Fifth Grade Students." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/4313.
Full text
15
Sallot, Coleen Michelle. "Utilizing Play to Help Adopted Children Form Healthy Attachments." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1619193153362829.
Full text
16
Swan, Richard Heywood. "Deriving Operational Principles for the Design of Engaging Learning Experiences." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2573.pdf.
Full text
17
Denami, Maria Antonietta. "Un Serious Game pour le développement des compétences professionnelles des opérateurs en zone aseptique : définition d'un modèle holistique de conception et études d'usage." Thesis, Strasbourg, 2016. http://www.theses.fr/2016STRAG025/document.
Full textAbstract:
Les Serious Games (SGs) sont des dispositifs de formation de plus en plus utilisés dans les différents secteurs de l’éducation initiale et continue. Dans le cadre de cette thèse, notre objectif est de concevoir, d’abord, et développer, ensuite, un SG pour la formation et l’évaluation des personnels travaillant en environnement aseptique. Nous présenterons dans ce travail de recherche les approches théoriques qui sont à l’origine de la démarche de conception. Nous en viendrons à la définition d’un modèle unitaire et holistique (PEGADE) qui décrit le processus collaboratif et optimal de conception des SGs et qui s’articule autour d’une nouvelle figure professionnelle, le Pedagogical Game Designer (PGD). Une étude de l’efficacité sera réalisée pour comprendre dans quelle mesure un développement des compétences via le SG est possible et quelle est sa plus-value par rapport aux méthodes traditionnelles de formation pour les mêmes matières. Nous proposerons également une évolution de la théorie du conflit instrumental sur laquelle cette thèse s’appuie qui sera à l’origine d’une nouvelle méthode d’analyse de l’utilisabilité des dispositifs d’apprentissage utilisant les technologies informatiques<br>Serious games (SGs) are a very widespread training and evaluation device, employed in different sectors of school and adult education. In this study we aim to design and develop a SG for training and evaluating personals working in aseptic environment. We will present in this research the theoretical basis needed for that design process. We will define a holistic and united model (PEGADE), which describes the collaborative and optimal process to conceive SGs and which is constructed around a new professional figure, the Pedagogical Game Designer (PGD). A study of the effectiveness will be performed in order to understand how competences can be developed through the SG and which are the differences between this device if compared with traditional training used for similar purposes. We will propose as well an evolution of the instrumental conflict theory, which is one of the foundations of this thesis. That one will constitute the basic for a new method of usability test applied to every learning tool using ICTs
18
El, Mawas Nour. "Architecture pour la co-conception des jeux sérieux participatifs et intensifs en connaissances." Thesis, Troyes, 2013. http://www.theses.fr/2013TROY0020/document.
Full textAbstract:
Cette thèse identifie et vise à affronter certains verrous scientifiques concernant la conception des scenarios des serious games, leurs utilisations par un meilleur partage entre les concepteurs dans des contextes d’apprentissage ciblés. Les constats motivant ce travail sont (1) la participation indispensable des formateurs dans la phase de conception en se basant sur leurs expertises et leurs objectifs pédagogiques, (2) la nécessité grandissante pour les formateurs experts de formaliser les scénarios décrivant les situations complexes rarement se produisant, (3) la non-adéquation des systèmes-auteurs des jeux sérieux existants à cette population de concepteurs, permettant seulement un nombre limité de scénarios à cause de leurs couts élevés, (4) le faible niveau de réutilisation des scénarios déjà produits dans la vie quotidienne. Notre problématique consiste à lever certains verrous existants dans la conception des jeux sérieux pour la formation dans des domaines d’expertises complexes avec l’hypothèse qu’une meilleure organisation de la connaissance et de la coopération va faciliter la conception. L’étude de cette problématique s’effectue en proposant l’architecture ARGILE (Architecture for Representations, Games, Interactions, and Learning among Experts) adaptée au jeu sérieux « participatif et intensif en connaissances »<br>This PhD aims to confront some scientific challenges concerning the scenarios’ conception of Serious Games, their use through a better share by designers within the context of targeted learning. The findings motivating our work are (1) the significant participation of trainers in the design phase, (2) the growing needs for expert trainers to formalize scenarios describing rarely complex situations, (3) the divergence of existing serious games to these designers which cover a limited number of scenarios due to their high cost, (4) the low re-use’ level of scenarios that have already happened in daily life.Our questioning will lead us to see how we must design serious games for training in complex areas of expertise where reference knowledge is neither stabilized nor unanimous, but rather dynamic and continuously evolving. After having examined the principal mains of application of the Serious Game and having defined it, the study of this questioning led us to propose the ARGILE (Architecture for Representations, Games, Interactions, and Learning Among Experts) architecture, suitable for "participatory and knowledge-intensive" serious games
19
LIAO, SHAO-WEI, and 廖紹維. "Analyze the Flow Effect Produced by the Design of Instructional Guidance in Video Games." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/d68ays.
Full textAbstract:
碩士<br>國立臺北教育大學<br>數位科技設計學系(含玩具與遊戲設計碩士班)<br>106<br>The study explored instructional guidance in video games. Instructional guidance has always been the basis of playing in video games. Players must follow the instructional guidance to play correctly. Successful video game, instructional guidance must be simple, easy, and highly intuitive; enable players to learn the basic operation and skills of the video game in shortest time. As video games evolve through multiple iterations, they become incrementally more complicated. Many players subconsciously chose to skip or completely ignore the instructional guidance. Such an unconscious act is objectively an incorrect game behavior. The intention of the game designers is to provide an experience for the plyer where they fully understand the rules and operation of the games. The instructional guidance helps to quickly impart the playing skills, enable the player to enter the game faster, and allow the player to enter and reach a state of flow. This is what the game designer expects. On the other hand, the game players who choose to skip or completely ignore instructional guidance have subconsciously separated the guidance from the game itself. They do not enjoy the process of instructional guidance and do not consider it part of the game. The player will begin seriously focusing their attention on the game only after the instructional guidance is completed. However, without knowing the correct method of operation or by using non-designer arranged technique while playing the game may result in the player stranded at a bottleneck and cause difficultly entering into the flow of the game. The core value of the game and the concept to be conveyed will disappear if the game is not played properly. In this research, we reviewed the instructional guidance in many video games on market and analyze the design principle and methods to determine if players were able to obtain success in attaining a clear sense of flow. Through this analysis, we also observed the most effective instructional guidance won’t make players loose interest and ensure that players can fully understand the content of the game, which can be helpful to future game designers.
20
Hoy, Trenton Edward. "There’s an App for That: Foreign Language Learning Through Mobile- and Social Media-Based Video Games." 2011. http://trace.tennessee.edu/utk_gradthes/883.
Full textAbstract:
There is no doubt that the video game industry is undergoing a major upheaval, yet in spite of the recent reconceptualization of video games, educational games as a whole remain the pariah of the industry. Very little has been done in the wake of recent social and industry trends to adapt instruction of academic subjects, especially foreign language, for delivery through video games. Prior studies discussing the potential of games developed specifically for language learning have focused primarily on general principles and have offered no recommendations for platform, genre, or other aspects of design. Through an online survey as well as qualitative analysis of gaming forum discussions and student evaluations of an existing educational language game, this study goes straight to the learners and players themselves in order to determine the opinions and behavioral intentions of potential customers. By synthesizing these insights into consumer demand with theory and industry trends, this study argues that mobile or casual games that are intrinsically social and communicative hold the most potential for success, both in academia and in the industry.
21
Godin, Danny. "Design pédagogique et jeux vidéo : recherche exploratoire pour le développement d’un modèle soutenant le design pédagogique dans les jeux vidéo non éducatifs." Thèse, 2012. http://hdl.handle.net/1866/8827.
Full textAbstract:
Le design pédagogique dans les jeux vidéo non éducatifs est une discipline en mal de définitions et de méthodes. Contrairement à celui que l’on trouve dans les écoles ou autres institutions de formation, le design pédagogique pour les jeux vidéo non éducatifs est fait par des designers de jeux qui n’ont souvent aucune formation en enseignement. Un modèle de design pédagogique pour les jeux vidéo non éducatifs est donc développé dans ce mémoire, à partir d’une recherche exploratoire utilisant l’analyse de contenu de jeux vidéo et les théories de la science de l’éducation. Étant donné les ressources limitées disponibles pour le développement du modèle, la présente recherche pourra servir de base à la construction d’un modèle plus élaboré sur un sujet semblable, offrira des pistes intéressantes de recherche sur l’enseignement par le jeu et pourra soutenir les designers de jeu lors de la planification du design pédagogique dans leurs jeux.<br>Instructional design for non-educational video games is an ill-defined discipline that lacks established methods. Contrarily to the one used in schools or other education or formation institutions, video game instructional design is done by video game designers who often have no teaching training. An instructional design model for non-educational games is developed, in this paper, based on video game content analysis and educational science theories. Considering the limited resources available for the development of this model, it lays grounds for the establishment of a more elaborate model on instructional video game design, offers insights on education through games and can help video game designers plan the instructional design for their games.
22
HSU, CHIUNG-WEN, and 許瓊文. "Effects of Video-Assisted Teaching on Bocce Game Instruction." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/rg4c6z.
Full textAbstract:
碩士<br>國立體育大學<br>適應體育學系<br>106<br>Research background: Following the increment of bocce partici-pation, various problems emerge in related instruction, practicing, and competition scenarios. For example, rules are difficult to un-derstand and generalize for sever intelligence deficient students. Based on the experience and participation in inter-disciplinary cooperation and instruction, researchers believe that the use of video as a teaching aid would effectively improve instruction ef-ficiency and allow the students with intellectual disabilities to enjoy the game in a shorter time. Research purpose: The main purpose of research was to investigate the efficacy of utilization of video tutorials, on improving bocce learning for students with intellectual disabilities. Research methods: The study employed an experimental research design. In total, 28 students (divided into two groups of 14 people each) participated. One group un-derwent a video-assisted instructional interventions; the other continued a traditional form of learning. Instructors were also interviewed afterward. Result：Both traditional and video-assisted teaching showed improved bocce knowledge and skills, however, there was no significant difference between groups. Interviews with instructors revealed that the use of video-assisted teaching had a complementary effect on teaching. Conclusion：The vid-eo-assisted instruction employed did not show superior effects in this investigation, however, the participative instructor showed positive and supporting opinions. More thorough and comprehen-sive evaluations are warranted for future studies, as well as as-sessments on instructors to verify the efficacy of such-like teaching aids.
23
Lesser, Andrew John. "Video game technology and learning in the music classroom." Thesis, 2019. https://doi.org/10.7916/d8-cdxc-yn10.
Full textAbstract:
Game-based learning, or the process of adapting an educational concept into a game-based structure, has been studied by researchers for nearly a century. Over the last several decades, new technologies have allowed digital media to create a multibillion- dollar entertainment industry commonly known as video games. Video games have become a tool for many educators who have the potential to engage and motivate students to learn in various subjects and disciplines.
The purpose of this study was to determine the effectiveness of digital game-based learning in comparison to other teaching methods as related to music education and to explore the perspectives of young students regarding video games both in school and in their personal lives. Ninety-two (n = 92) fifth and sixth grade students in a northeastern U.S. elementary school completed a mixed-method experimental study consisting of a pretest/posttest control group, surveys, and in-depth interviews.
Results showed that students who had access to educational video games combined with the assistance of an instructor achieved higher mean scores compared with students who had access to either video games without instruction or instruction without video games. Survey and interview data suggested that students enjoyed playing video games on a regular basis for reasons such as enjoyment, socialization, and distraction. The majority of respondents believed that video games can and should be used in educational practices, including music education, but current educational games are inadequate because they do not possess the qualities of entertainment that are inherent in commercially designed games.
These findings suggested that educational video games may be potentially used as an effective tool in the music classroom to teach musical concepts and skills. In addition, benefits may also include increased student motivation, engagement, and a hands-on approach to learning that is based on the students’ individual needs. However, it may be necessary for video games to be used in combination with a qualified teacher to prevent confusion, distraction, and possible frustration. Pairing quality instruction with engaging technology that is relevant in children’s lives may be highly beneficial for the continued development of music education.
24
Ye, Shu-Hao, and 葉書豪. "Effects of Commercial Video Games on Construction of Motion Concepts based on Flipped Classroom Instruction Approach and Cognitive Elaboration Strategy." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/n48827.
Full textAbstract:
博士<br>國立交通大學<br>資訊科學與工程研究所<br>104<br>Digital game-based learning (DGBL) has become a viable instructional option in the past decade due to its support of learning motivation, the development of cognitive skills and construction of knowledge. In recently years, rather than developing games specifically designed for instructional purposes, a growing number of researchers and educators are looking at ways to repurpose pre-existing commercial games for education because of the benefits in terms of the accurate simulation of “real-world” experience and phenomena. Especially, many commercial physics games position player activities within authentic and meaningful contexts, and offer opportunities for understanding of complex physical concepts, which increase interesting pedagogical opportunities for physics education. However, commercial physics games don’t appear to help students make the leap from tacit understanding to more formalized knowledge because they are usually designed for entertainment in essence. Therefore, our goal is to explore more instructional potentials and purposes of commercial games with appropriate teaching designs.
This study uses three experiments with quasi-experimental design to investigate the effects of existing commercial games on learning outcomes of physical concepts at two learning stages (i.e. before-class and after-class) based on flipped classroom instruction model and cognitive elaboration strategy. In the first experiment we describe our proposal for a flipped game-based learning (FGBL) strategy containing core features of both digital-game based learning and flipped classroom instruction. Our two primary research in this experiment focuses are the effects of the proposed strategy on (a) pre-learning outcomes prior to formal classroom presentation of information, and (b) overall learning outcomes. The focus of the second experiment is the effects of commercial games as tutorial tools after class on the cognitive elaboration of physical concepts that students have already learned, and the third experiment was designed to further investigate the effects of commercial video games on cognitive structures of students when used to review physical concepts.
Our results suggest that a) the commercial games can be used to promote active pre-class learning; b) the FGBL-strategy students achieved better learning outcomes than the lecture-based instruction students; c) the games supported the elaboration potential of learned physical concepts; d) concept maps are more suitable than multiple-choice tests for estimating the effects of commercial games on cognitive elaboration; e) the game promoted the creation of motion concept hierarchies and consolidated both relationships and cross-links among existing physical concepts; f) an internalization time factor must be taken into account when analyzing the effects of a game on cognitive structures as measured by concept maps. Several key design features of commercial games that can support the two instructional strategies for the learning of physical concepts are discussed.