Virtual CEOs: A blended approach to digital gaming for enhancing higher order thinking and academic achievement among vocational high school students

Yang, Ya-Ting Carolyn

doi:10.1016/j.compedu.2014.10.004

Cited by 96 publications

(76 citation statements)

References 29 publications

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“…Digital storytelling also has been favored as an entertaining means of honing learners' CTS by combining words, pictures, audio and video (Yang & Wu, 2012). McDonald (2017), Yang (2015), Yang and Chang (2013) all reported the efficacy of digital gaming in the development of students' higher order thinking through their more concentrated participation in and increased satisfaction with the design and production of the games. A similar result was found by Kong (2014Kong ( , 2015 with flipping-classroom pedagogy.…”

Section: Cts and Technology-integrated Instruction (Tii) Strategiesmentioning

confidence: 99%

Enhancing L2 Learners’ Critical Thinking Skills Through a Connectivism-Based Intelligent Learning System

Chen¹,

Hu²

2018

IJEL

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The Rain Classroom, grounded in the theory of connectivism in the digital era, is a mobile-supported tool for blended learning. This tool renders synchronous and asynchronous teacher-student interactions through dual-channel teaching in and out of class. In the study, the Critical Thinking Skills Survey (CTSS) was adopted to measure the critical thinking skills (CTS) of 112 first-year undergraduates majoring in English in mainland China. A pretest-posttest non-equivalent two-group quasi-experimental design was applied to compare the CTS of those learners of English as a second language (L2) instructed under the Rain-Classroom-based intelligent learning system with those taught by the traditional lecture approach. The mixed results indicated that the intelligent learning system had a positive effect on students’ overall CTS development with significant improvement in the interpretation subscale but had almost no influence on the evaluation and self-regulation subscales. The intelligent learning approach in this study is empirically meaningful in students’ CTS enhancement, but further research is warranted to make this system more efficacious in facilitating L2 learners’ CTS.

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Section: Cts and Technology-integrated Instruction (Tii) Strategiesmentioning

confidence: 99%

Enhancing L2 Learners’ Critical Thinking Skills Through a Connectivism-Based Intelligent Learning System

Chen¹,

Hu²

2018

IJEL

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“…Yang (2015) highlighted that collaboration is essential if teachers or educators want to promote learning and higher order thinking, such as critical reflection, problem-solving, reasoning and questioning, through online learning environments. Furthermore, there is interest in the possibilities and advantages of the combination of video games and collaborative learning, as it shows in Video Game-Supported Collaborative Learning or Venegas (2013Venegas ( , 2014 Higher Education Lindo-Salado-Echeverría, Sanz-Angulo, De-Benito-Martín, and Galindo-Melero (2015) VGSCL approach or collaborative game-based learning approach (Romero et al, 2012).…”

Section: Types Of Studies About the Use Of Video Games In Educationmentioning

confidence: 99%

“…Regarding video games and collaboration, Yang (2015), based on a review of the literature, made the following suggestions for the effective integration of digital gamebased learning: the use of collaboration, the provision of learning aids, scaffolding of learning and instructor orchestration, and a blended learning environment. Yang (2015) highlighted that collaboration is essential if teachers or educators want to promote learning and higher order thinking, such as critical reflection, problem-solving, reasoning and questioning, through online learning environments.…”

Section: Types Of Studies About the Use Of Video Games In Educationmentioning

confidence: 99%

A quantitative approach to pre-service primary school teachers’ attitudes towards collaborative learning with video games: previous experience with video games can make the difference

Pozo

Gómez-Pablos

Muñoz-Repiso

2017

Int J Educ Technol High Educ

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Increasing interest has been shown in using video games as an educational resource due to their pedagogical possibilities and their current expansion as an entertainment activity. However, their use in schools is still far from mainstream practice, which could be because of the barriers such as the price of video games, schools' technological infrastructures and teachers' attitudes. This article focuses on pre-service primary school teachers' attitudes (future primary school teachers currently studying at university) towards collaborative learning with video games, which employs video games in collaborative learning activities. Because playing video games is a common form of entertainment for higher education students, we investigate whether pre-service teachers' attitudes are influenced by their experience of playing video games (taking into account the number of years they have played video games), the frequency at which they play video games and their gender. This study takes a quantitative approach, using a questionnaire with a 5-point Likert attitude scale. The results indicate that pre-service primary teachers have a positive attitude towards collaborative learning with video games. Furthermore, students who have played video games for more years, who play more frequently and the male students have more positive attitudes to using video games in collaborative learning activities. Overall, pre-service teachers have positive attitudes towards collaborative learning with video games, which could affect the use of these resources in educational practices. As the main characters in the educational process, both teachers and children need to be comfortable with new practices to achieve the objective of the educational system, which is the complete formation of children.

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“…Blended learning as a result of the development of information and communication technology in the learning system has been widely applied to vocational education programs (Bliuc et al, 2012;Pohl et al, 2005;Yang et al, 2015;Yalcinkaya, 2015;Stapa et al , 2014;Groschl et al, 2015). Given the technical education held at the Faculty of Engineering, State University of Malang including vocational education, the instructional design follows several indicators as follows such as: a) aspects of needs analysis, b) selection and order of competence, c) learning development, and d) evaluation of learning (Triyono, 2015: 61).…”

Section: Literature Reviewmentioning

confidence: 99%

Blended Learning Design for Block System Practicum on Electrical Engine Course at State University of Malang

Mindarta

Sutadji²,

Putra³

2018

Erudio

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All this time, the form of web-based learning implementation has brought optimal learning process. Yet, it requires an instructional design as a learning model that can be liked by the students to engage in various learning activities such as discussions, frequently asked questions, and learning process requests that require face-to-face learning. The blended learning design is developed based on ten methods of learning model design of Gerlach and Ely. Furthermore, it can be developed into learning steps (syntax) of blended learning.

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Virtual CEOs: A blended approach to digital gaming for enhancing higher order thinking and academic achievement among vocational high school students

Cited by 96 publications

References 29 publications

Enhancing L2 Learners’ Critical Thinking Skills Through a Connectivism-Based Intelligent Learning System

Enhancing L2 Learners’ Critical Thinking Skills Through a Connectivism-Based Intelligent Learning System

A quantitative approach to pre-service primary school teachers’ attitudes towards collaborative learning with video games: previous experience with video games can make the difference

Blended Learning Design for Block System Practicum on Electrical Engine Course at State University of Malang

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