Effects of game-based learning supports on students’ math performance and perceived game flow

Pan, Yanjun; Ke, Fengfeng

doi:10.1007/s11423-022-10183-z

Cited by 4 publications

(1 citation statement)

References 59 publications

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“…According to the cognitive load theory, human working memory capacity is limited (Paas & van Merriënboer, 2020; Sweller, 2022), which restricts the ability of learners to process information, and demands considerable cognitive effort, especially when learning biological secondary information (e.g., professional knowledge in the subject area), necessitating learners to make additional efforts (Sweller, 2022). Integrating technical support into learning can help students overcome the limitations of human cognitive structures (Pan & Ke, 2023). Moreover, the cognitive load theory provides guidance for teaching and learning using technology, and suggests which educational technologies may be effective and how they should be used (Sweller, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

Effects of feedback visualisation of peer‐assessment on pre‐service teachers' data literacy, learning motivation, and cognitive load

Xu,

Zou,

Hou

2024

Computer Assisted Learning

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BackgroundData literacy (DL) is vital for teachers, as it enables them to build on data and improve teaching and learning. Therefore, developing DL among pre‐service teachers is critical.ObjectivesThe purpose of this study is threefold: to evaluate whether a feedback visualisation of peer assessment‐based teaching approach (FVPA‐based teaching approach) can (1) promote pre‐service teachers' DL; (2) enhance their learning motivation; and (3) improve their cognitive load.MethodsThe research was conducted based on a pre‐test‐post‐test control group quasi‐experimental design. With 20 participants in the experimental group and 21 in the control group, a total of 41 pre‐service teachers were included in the study. The pre‐service teachers in the experimental group adopted the FVPA‐based teaching approach, and those in the control group adopted the traditional peer assessment‐based learning approach.Results and ConclusionsThe experimental group participants outperformed the control group participants in DL, learning motivation, and cognitive load. FVPA was conducive to helping pre‐service teachers critically interpret data, understand their teaching and learning issues, and improve self‐reflection. The findings indicate a reciprocal relationship between learning motivation and DL; improving the learning motivation of pre‐service teachers could promote their DL.ImplicationsThis study contributes to current knowledge by providing empirical evidence on the benefits of an FVPA‐based teaching approach in improving pre‐service teachers' DL, motivation, and cognitive load. The study findings, limitations, and prospects for future research are discussed.

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Section: Literature Reviewmentioning

confidence: 99%

Effects of feedback visualisation of peer‐assessment on pre‐service teachers' data literacy, learning motivation, and cognitive load

Xu,

Zou,

Hou

2024

Computer Assisted Learning

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Enhancing middle school students’ computational thinking competency through game-based learning

Pan,

Adams,

Ketterlin-Geller

et al. 2024

Education Tech Research Dev

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Computational thinking is acknowledged as an essential competency for everyone to learn. However, teachers find it challenging to implement the existing learning approaches in K-12 settings because the existing approaches often focus on teaching computing concepts and skills (i.e., programming skills) rather than on helping students develop their computational thinking competency—a competency that can be used across disciplinary boundaries in accordance with curriculum requirements. To address this need, the current study investigated how game-based learning influenced middle school students’ learning processes, particularly on the development of computational thinking competency, self-efficacy toward computational thinking, and engagement during gameplay. Additionally, the study examined how these outcomes were moderated by individual differences. We observed evidence that the gaming experience influenced students’ computational thinking self-efficacy, but not computational thinking competency or game-based engagement. Compared to age (grade) and prior gaming experience, gender tended to play a more important role in moderating students’ computational thinking competency, self-efficacy toward computational thinking competency, and game-based engagement. Implications and possible directions for future research regarding using game-based learning to enhance computational thinking competency are discussed.

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A Study of Gamified Teaching Activities for Enhancing Motivation in Grade 6 Primary School Students —an Example of Instructional Design Model on a Field Course

Luo,

Wang,

Wang

2023

SHS Web of Conf.

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In recent years, people have attached increasing importance to primary education. They have realized that primary education not only requires students to passively acquire knowledge but also needs to stimulate their intrinsic learning motivation. Learning motivation has a significant impact on the learning behavior and outcomes of primary school students. Gamified teaching is a type of instructional activity that incorporates the fun of games into the teaching activity, allowing students to learn while enjoying themselves and stimulating their motivation for learning. This study researches the influence of gamified teaching methods on the learning motivation of primary school students. In the experiment, 80 sixth-grade primary school students were collected as samples, and they were taught under gamified teaching method for two months, and Zhou Bucheng’ s MAAT scale was distributed to measure their learning motivation. The experiment collected the scores of students’ two math tests and two MAAT scales by pre-test and post-test, and analyzed the changes of scores and learning motivation. The research found that attractive teaching methods and content of course can better stimulate students’ interest in learning, promoting them to develop active learning motivations, and lay a foundation for their comprehensive development in the future.

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Effects of game-based learning supports on students’ math performance and perceived game flow

Cited by 4 publications

References 59 publications

Effects of feedback visualisation of peer‐assessment on pre‐service teachers' data literacy, learning motivation, and cognitive load

Effects of feedback visualisation of peer‐assessment on pre‐service teachers' data literacy, learning motivation, and cognitive load

Enhancing middle school students’ computational thinking competency through game-based learning

A Study of Gamified Teaching Activities for Enhancing Motivation in Grade 6 Primary School Students —an Example of Instructional Design Model on a Field Course

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