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Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness. 汇报人:罗晓 学号: 130595 专业:教育技术学. Contents. Introduction. Experiment1. Experiment2. Conclusion. Experiment1. Introduction. Experiment2. Conclusion. Why to do this study.

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slide1
Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness

汇报人:罗晓 学号: 130595 专业:教育技术学

slide2

Contents

Introduction

Experiment1

Experiment2

Conclusion

slide3

Experiment1

Introduction

Experiment2

Conclusion

Why to do this study

  • To make it clear:
  • Whether the type of instruction will has any effects on motivation and learning.
  • Whether feedback will has any effects on motivation and learning.

Shaanxi Normal University

slide4

Experiment1

Introduction

Experiment2

Conclusion

About the pre-research

1

What is Digital game-based learning(DGBL)

2

Motivational benefits of DGBL

3

DGBL compared with conventional media

4

Instructions for the learning effectiveness of DGBL

Shaanxi Normal University

slide5

Experiment1

Introduction

Experiment2

Conclusion

What is Digital game-based learning(DGBL)

1

Competitive activity in which students are set educational goals Intended to promote knowledge acquisition

Features of DGBL

  • a set of rules and constraints
  • (2) a set of dynamic responses to the learners’ actions
  • (3) Appropriate challenges
  • (4) gradual, learning outcome-oriented increases in difficulty

Shaanxi Normal University

slide6

Experiment1

Introduction

Experiment2

Conclusion

Motivational benefits of DGBL

2

motivation corresponds to the set of physiological processes

that influence the direction, vigor and persistence of behaviors.

  • goal orientation, intrinsic-extrinsic motivation, interest, and self-efficacy
  • mastery goals and performance goals
  • a positive relationship between the level of intrinsic motivation and learning scores
  • flow theory: immediate subjective experience

Shaanxi Normal University

slide7

Experiment1

Introduction

Experiment2

Conclusion

DGBL compared with conventional media

3

digital learning games is an effective learning medium?

Support

Suspect

VS

  • more beneficial than traditional classroom learning
  • had a positive effect on learning quality
  • had only a weak motivational benefit
  • many overviews have also expressed reservations about the use of DGBL

Shaanxi Normal University

slide8

Experiment1

Introduction

Experiment2

Conclusion

Instructions for the learning effectiveness of DGBL

4

A value-added approach to DGBL which consists in testing the effects on learning quality of adding features to an educational game

  • media comparison approach is vulnerable to confounding factors
  • The effects of instruction type have been the subject of extensive research
  • Instruction plays a key role during the cognitive processing of educational content

Shaanxi Normal University

slide9

Introduction

Experiment1

Experiment2

Conclusion

The aim

1

To assess the effects of instructions on learning quality and motivation in DGBL.

2

Two contrasting assumptions

  • an entertainment instruction would improve our participants’ subjective experience(higher intrinsic motivation scores; higher learning outcome)
  • the learning instruction would result in significantly higher scores on the different learning assessments

Shaanxi Normal University

slide10

Introduction

Experiment1

Experiment2

Conclusion

3

Methods

Participants

  • learning instruction group (nine men and 15 women)
  • entertainment instruction group (nine men and 15 women)
  • aged 18–26 years

Material

  • interacted with the ASTRA multimedia learning environment
  • for 25–30 min
  • independent variable: Instruction

Shaanxi Normal University

slide11

Introduction

Experiment1

Experiment2

Conclusion

3

Methods

Procedure

  • pre-test about their prior knowledge
  • reading the instructions , watch a short scene, complete quizzes
  • fill out a series of questionnaires about motivation
  • fill out one questionnaire about their knowledge

Shaanxi Normal University

slide12

Introduction

Experiment1

Experiment2

Experiment2

Conclusion

4

Results

  • Pre-test: no significant difference between the two experimental groups
  • Recall quiz scores: no significant difference between the two groups
  • Knowledge questionnaire scores: learning instruction group performed significantly better than the entertainment instruction group
  • Motivation questionnaire ratings:
  • learning goals: no significantlydifference between the two groups
  • Intrinsic motivation:no significantlydifference between the two groups

Shaanxi Normal University

slide13

Introduction

Experiment1

Experiment2

Experiment2

Conclusion

5

Discussion

  • contrary to expectations , No effect of instruction was observed on the motivation
  • doubt on the effectiveness of the entertainment instruction from the perspective of learning through playing.
  • entertainment instruction may encourage learners to engage in deep processing.

Shaanxi Normal University

slide14

Introduction

Experiment1

Experiment2

Experiment2

Conclusion

The aim

1

to determine whether the presence of KCR feedback in DGBL quizzes can influence the types of learning strategies induced by the instructions

2

Two contrasting assumptions

  • if the combination of KCR feedback and an instruction to play
  • learning performances would be significantly better in the entertainment instruction condition than in the learning instruction condition.
  • learning goals and Intrinsic motivation would be significantly greater in the entertainment condition than in the learning condition.

Shaanxi Normal University

slide15

Introduction

Experiment1

Experiment2

Experiment2

Conclusion

3

Methods

Participants

  • 16 men and 28 women
  • aged 18–26 years
  • who hadn’t taken part in Experiment

Material

  • The same as in Experiment 1
  • the addition of KCR feedback for each of the questions
  • KCR feedback: knowledge of correct response

Procedure

The same as in Experiment 1

Shaanxi Normal University

slide16

Introduction

Experiment1

Experiment2

Experiment2

Conclusion

4

Results

  • Pre-test: no significant difference between the two experimental groups
  • Recall quiz scores: no significant difference between the two groups
  • Knowledge questionnaire scoresIn contrast to the first experiment, the scores of the entertainment instruction group were significantly higher than the learning instruction group in the inferential questions
  • Motivation questionnaire ratings:
  • learning goals: learning instruction appeared to have generated a greater fearof failure than the entertainment instruction did.
  • Intrinsic motivation:no significantlydifference between the two groups

Shaanxi Normal University

slide17

Introduction

Experiment1

Experiment2

Experiment2

Conclusion

5

Discussion

  • KCR feedback, coupled with an entertainment instruction, can promote deep cognitive processing during learning, all the while enhancing learners motivational investment.

Shaanxi Normal University

slide18

Introduction

Experiment1

Experiment2

Conclusion

What can be concluded

  • There is better comprehension performances
  • with the learning instruction condition in Experiment 1;
  • with combination of entertainment instruction and KCR feedback in Experiment 2;

Shaanxi Normal University

slide19

Introduction

Experiment1

Experiment2

Conclusion

What to do next

  • Future studies are needed to test if the nature of theinstructionsthis study used has any effect on memory (Experiment 1)
  • need to carry out more studies to account for the benefits of the entertainment instruction (Experiment 2)

Shaanxi Normal University

slide20

Introduction

Experiment1

Experiment2

Conclusion

About the limitations

the ASTRA game environment lacks of interactivity with the material

the quizzes lack feedback correcting their comprehension errors

themethodology :only offline data , online data should be collected

Shaanxi Normal University

slide21

Educational Games

Thank you!

Shaanxi Normal University