我们一起玩吗? 在西班牙社会贫困社区,以游戏为基础的学习为参与和课堂气候
José M Rodríguez-Ferrer1, Ana Manzano-León2, Carolina Fernández-Jiménez3
1Department of Developmental and Educational Psychology, Universidad de Jaén, Jaén, Spain.
Frontiers in psychology
|June 19, 2023
概括
基于游戏的学习 (GBL) 显著改善了西班牙高中课堂气候和学生参与度. 合作和竞争游戏都为社会贫困地区的学生带来了积极的结果.
科学领域:
- 教育心理学教育心理学
- 教育社会学教育的社会学
背景情况:
- 社会上处于贫困的社区经常面临教育方面的挑战.
- 创新的教学方法对于提高学生在这些领域的成绩至关重要.
研究的目的:
- 分析基于游戏的学习 (GBL) 计划对课堂气候和学生参与度的影响.
- 评估西班牙社会贫困社区中西班牙高中GBL的有效性.
主要方法:
- 准实验性设计,有一个对照组和两个实验组 (合作游戏,合作/竞争游戏).
- 277名中学生参加了西班牙南部的比赛.
- 验证的工具:简要的类气候规模和参与库存.
主要成果:
- 实验组与对照组相比,在所有研究变量中观察到具有统计学意义的改善.
- 基于游戏的学习对课堂气候和参与度有明显的好处.
- 合作和竞争的游戏格式都被证明是有效的.
结论:
- 基于游戏的学习为高中生提供了巨大的好处,无论游戏类型如何.
- GBL是一种可行的策略,可以增强社会贫困社区的教育经验.
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