远程同步游戏化数学教学活动的设计和评估,该活动集成了多代表性支架和游戏化学习的思维工具
Mei-Fen Chen1, Yu-Chi Chen1, Pei-Ying Zuo1
1Graduate Institute of Applied Science and Technology, National Taiwan University of Science and Technology, #43 Keelung Road, Section 4, Taipei, Taiwan.
Education and information technologies
|June 26, 2023
概括
具有多个代表性的支架的游戏化学习在紧急远程学习期间提高了学生的动力,尽管它没有显著提高学习成绩. 学生们报告了积极的参与和经验.
科学领域:
- 教育技术的教育技术
- 认知心理学 认知心理学
背景情况:
- 由于COVID-19大流行,需要紧急远程学习,这可能会降低学生的动力和学习效率.
- 游戏化学习策略和多代表性支架在提高学生参与度和认知过程方面表现有前途.
研究的目的:
- 为了比较在线游戏化学习活动与多代表性支架与一般同步远程学习对学生学习成绩和动机的影响.
- 评估游戏化学习活动期间的学生流动,焦虑和情绪.
主要方法:
- 设计和实施了一项在线游戏化的学习活动,该活动包含了多个代表性的支架.
- 36名高中生参加了一项涉及游戏化和一般同步远程学习的比较实验.
- 测量包括学习成绩,动机,流动,焦虑和情绪.
主要成果:
- 与一般同步学习相比,游戏化的学习活动并没有显著提高学习成果.
- 游戏化学习组的学生在学习动机上显著增加,而一般同步学习组的学生在学习动机上显著下降.
- 游戏化小组的参与者报告了积极的经历,包括高参与度,流动性和可管理的焦虑.
结论:
- 游戏化学习,即使在具有挑战性的远程学习条件下,也可以有效地提高学生的动力.
- 游戏化活动中的多个代表性的支架有助于积极的学生体验和参与.
- 虽然在本研究中没有直接提高成绩,但游戏化学习提供了一种有价值的方法来维持远程教育的动力.
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