The Comparison of Solitary and Collaborative Modes of Game-Based Learning on Students' Science Learning and Motivation.
Year: 2015
Type: article
Abstract: * Corresponding author (Submitted January 21, 2014; Revised August 7, 2014; Accepted September 3, 2014) ABSTRACT In this study, we investigated and compared solitary and collaborative modes of game-based learning in promoting students' science learning and motivation. A total of fifty seventh grade students participated in this study. The results showed that students who played in a solitary or collaborative mode demonstrated improvement in learning outcomes. No significant difference was found between the two modes in terms of learning motivation. However, our qualitative results revealed critical insights into our understanding of the effectiveness of game-based learning. Game-based learning encourages students to explore science concepts explicitly and mindfully; furthermore, learning supplemented with collaborative learning can enrich the learning experience and collective problem solving that brings students to the next level of learning. The findings from this study may provide guidelines for what works in the context of game-based learning.
Source: Educational Technology & Society
Authors: Ching‐Huei Chen, Kuan-Chieh Wang, Yu-Hsuan Lin
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W2994198467