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公司 DIGITEL 標誌 2012

Kun-Hsien Li KunShi--Jer Lou Shi Tsai--Feng Cheng Tsai Huei--Yin Tsai Huei

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• • • • •

Research Motives and Purposes Literature Review Research Procedures and Implementation Research Results Conclusions

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Research Motives and Purposes • The concept of game-based learning (GBL) was proposed by scholars in 2002. Many empirical studies have confirmed that GBL can enhance students’ learning effect, effect enhance their memory retention and knowledge development, development and facilitate proactive and affirmative attitudes

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Research objectives

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Literature Review 1) Research of GBL

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Chinese language instruction theory Bloom 2001 definitions about cognition High--level High

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Research Procedures and Implementation Research Method Used questionnaire survey to find out about the attitudes and feelings of teachers and students. The results were also supplemented with interviews and researcher’s observant participation.

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Research Procedures and Implementation Research Subjects This study treated 36 sixthsixth-grade students and 6 fifthfifth-grade students in Pingtung City, Taiwan, as research subjects. They were in three classes, with one teacher in each class.

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Research Procedures and Implementation Research ToolsTools-Millionaire Game

Three stages with 15 missions which go from $1,000 to $1 million. there are three lifelines.

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Research Procedures and Implementation 4/6

a

b

c

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•Item analysis chart

Research Procedures and Implementation

Character sound, form, meaning Distinguishing homographs Idioms Semantics (usage) Language use Symbol usage

Knowledge

Understanding

Application

Analysis

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3

3

6

3

3

3

4

3

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5

4

3

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4

3

3 0

4 0

4 1

4 0

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•Item analysis chart

Research Procedures and Implementation

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Research Results Students’ attitude after usage

Overall attitude

t

df

p-value

Mean difference

7.393

41

.000

1.00251

All students indicated satisfaction after playing the Millionaire Game (t=7.393, sig.=.000<.05 and the mean difference is 1.00251>0).

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Research Results Analysis of different attitudes by gender Levene test with equal variance F Overall 0.755 attitude

t-test with equal means

p-value

t

df

p-value

Mean difference

Standard error difference

.390

-.745

40

.460

-.20706

.27779

The gender variance is similar (F=0.755, sig.=.390>.05) There is insufficient data to support differences in attitudes (t=(t=-0.745, sig.=.460>.05).

GBL produces sufficient satisfaction for both male and female players.

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Research Results Analysis of attitudes caused by different usage experiences

Levene test with equal variance F Overall .027 attitude

pvalue

t-test with equal means

t

df

.871 -.447 40

p-value

Mean difference

Standard error difference

.657

-.13922

.31149

The two groups of variances are similar (F=0.027, sig.=.871>.05) There is insufficient data to support differences in attitudes after playing the Millionaire Game (t=(t=-0.447, sig.=.657>.05) Whether have or do not have prior usage experiences, indicated high satisfaction toward GBL.

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Research Results â&#x20AC;˘ Analysis of overall usage experience and attitudes the attitude is one of satisfaction, as high as 71.5%, and the ratio is far higher than dissatisfaction, at 4.8%.

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Research Results Interviews and observation The students responded: “having class like this is so exciting.” They would also discuss with other classmates: “The first question’s answer is A.” Students also told the researcher: researcher: “I hope I can play the game again later.” Some students expressed that even though the bell rang, they still did not want to end class.

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Research Results Interviews and views of teachers at the site of instruction The teachers expressed that: “students did enjoy the game process.” Teachers stated: “in class, the students performed more enthusiastically.”

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Conclusions

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機会がありましたらみんなで台湾へ遊びにい らっしゃい歓迎しますよ。 らっしゃい歓迎しますよ 。

~END~

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game-based learning  

012 Fourth IEEE International Conference On Digital Game And Intelligent Toy Enhanced Learning

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