Blending educational gaming with physical experiments to engage high school students in inquiry-based learning

Cheng, Meng‐Tzu; Chou, Wen‐Chi; Hsu, Mei-En; Cheng, Fu-Chung

doi:10.1080/00219266.2022.2157861

Cited by 3 publications

(2 citation statements)

References 47 publications

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“…The current research still lacks a comprehensive research perspective, and more research of BL can be conducted from an interdisciplinary perspective. For example, a mix of physical and virtual experiments can be achieved by designing educational games combined with physical experiments (Cheng et al, 2022). A study was conducted for exploring the relationship between emotional intelligence and learning habits in a BL environment (Iqbal et al, 2022).…”

Section: Study Limitations and Future Direction Of Blended Learning R...mentioning

confidence: 99%

Detecting and visualizing research trends of blended learning: A bibliometric analysis of studies from 2013-2022

Chen,

Sun,

Yang

et al. 2023

EURASIA J Math Sci Tech Ed

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Blended learning (BL), an innovative, technology-supported pedagogical approach, has been extensively adopted in schools and universities. The learning effectiveness of BL has been investigated in multiple domains of education, computer science, nursing, engineering, and psychology. To uncover the major trends of BL research, this study embarked on a bibliometric analysis of a total of 719 studies published in the recent 10 years (2013-2022) and indexed in the Web of Science core collection. Adopting a quantitative approach and the visual analytical tool of CiteSpace, the review study identified the development trends, the influential researchers and research institutions, and pivotal studies and topics of the field and informed its future progression. The findings revealed a growing trend in BL research in the past decade as reflected in the exponential growth in the number of publications and citations. Charles R. Graham, Chang Zhu, Rober A. Ellis, and Feifei Han were the most prolific, influential researchers in the field, and the Griffith University, the University of Hong Kong, the Vrije Universiteit Brussel, the Monash University, and the National Taiwan Normal University were the prominent research institutions, which engaged in frequent collaborations with others. The United States, China, and Australia were the top-3 contributors to BL research measured by the number of publications, and the studies conducted and reported by researchers in the USA, Turkey, Taiwan, and Spain were cited the most often. Document co-citation analysis unveiled the pivotal studies and topics of the research field, including blended course designs, institutional adoption, achievement, higher education, active BL, flipped classroom, and communication skills.

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Section: Study Limitations and Future Direction Of Blended Learning R...mentioning

confidence: 99%

Detecting and visualizing research trends of blended learning: A bibliometric analysis of studies from 2013-2022

Chen,

Sun,

Yang

et al. 2023

EURASIA J Math Sci Tech Ed

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“…IBL is recognised as a teaching approach that fosters the growth of students' critical thinking and problem-solving skills (Gholam, 2019). Cheng et al (2022) assert that IBL encourages students to formulate questions as a means of learning about a particular subject as opposed to imparting knowledge conventionally, like a lecture. According to Al Mamun (2020), enquiries in an IBL approach serve to delineate learning requirements, ignite students' curiosity, and cultivate the capacity for analytical thinking.…”

Section: Introductionmentioning

confidence: 99%

Chronicling the Experiences of Life Sciences Teachers and Learners on the Usage of Enquiry-Based Learning in Enhancing Learners’ Academic Performance

Siphukhanyo,

Olawale

2024

JCVE

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Life sciences research provides critical insights into disease processes and allows for the development of novel treatments and innovative medical technologies, thereby directly improving human health and technology. Despite the widely acknowledged relevance of life sciences, there has been a long-term pattern of low performance. This is due to inefficient teaching methods, as how a lesson is delivered influences the learners' level of understanding, among other things. Hence, the present study examined the experiences of life sciences teachers and learners in using IBL to enhance the academic performance of life science learners. This study was underpinned by the interpretivism paradigm, a qualitative approach, and a participatory research approach. The study population consisted of all life sciences learners in a rural school in the Amathole West district, Eastern Cape province of South Africa, from which 2 life sciences teachers and 14 learners were conveniently sampled. Data were collected using interviews, observations, and document reviews, and they were analysed using thematic analysis. The research findings revealed that enquiry-based learning has the potential to foster the development of critical thinking, problem-solving, and communication skills among life sciences learners. However, several issues make it difficult to successfully implement enquiry-based learning in the context of teaching and learning life sciences, including a lack of resources, time constraints, misreading of instructions, a lack of support or supervision, and a lack of pedagogical topic expertise among teachers. The study concludes that enquiry-based learning, when done right, can help learners understand life sciences concepts deeper and remember what they have learnt for a longer period.

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Learn biology using digital game-based learning: A systematic literature review

Situmorang,

Suwono,

Munzil

et al. 2024

EURASIA J Math Sci Tech Ed

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The implementation of digital games in biology education has steadily increased over the past decade. The utilization of simulation-based learning tools, such as digital games, is anticipated to be further enhanced due to the increasing shift toward virtual learning. This review aims to explore the existing scientific evidence and analyze the effectiveness of incorporating digital games as a learning tool in biology education. The research methodology was a systematic literature review of existing digital game-based learning (DGBL) in biology education. The term “digital game-based learning and education” was utilized in the search interface of the Scopus database, identifying 1,241 articles. However, only 56 articles adhered to the stipulated criteria for subsequent analysis. Preferred reporting items for systematic reviews and meta-analyses framework was employed for the process of inclusion and exclusion. A discernible trend of escalating publications has been observed over the past decade. The review findings indicate that DGBL has expanded widely, encompassing all levels of education, from elementary to higher education, and has even been applied in professional education. Researchers primarily utilize quantitative research methods, although qualitative methods are employed. This research found that the complexity of DGBL research requires interdisciplinary collaboration involving science, biomedical, education, and technology experts. In terms of content, DGBL has been used to teach students about basic biology and practical applications of biology, such as biomedical science. Genetics, environment, and healthcare emerged as the most frequently addressed subjects taught using DGBL. Trends in DGBL technology usage include various platforms like computer-based, internet-based, and mobile-based, with elements of gaming and social interaction that align with the demands of 21<sup>st</sup> century skills. DGBL integrates with several constructivist learning approaches like experiential learning, problem-based, inquiry-based, and inquiry-lab. Research showed that DGBL encourages development of 21<sup>st</sup> century skills in simulated settings and real-life situations.

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Blending educational gaming with physical experiments to engage high school students in inquiry-based learning

Cited by 3 publications

References 47 publications

Detecting and visualizing research trends of blended learning: A bibliometric analysis of studies from 2013-2022

Detecting and visualizing research trends of blended learning: A bibliometric analysis of studies from 2013-2022

Chronicling the Experiences of Life Sciences Teachers and Learners on the Usage of Enquiry-Based Learning in Enhancing Learners’ Academic Performance

Learn biology using digital game-based learning: A systematic literature review

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