A concept map-embedded educational computer game for improving students' learning performance in natural science courses

Hwang, Gwo‐Jen; Yang, Li-Hsueh; Wang, Shengyuan

doi:10.1016/j.compedu.2013.07.008

Cited by 422 publications

(201 citation statements)

References 52 publications

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“…Results showed that different core concepts might be assigned to different modules or training times. In natural science, a concept map-embedded game was proposed in [29] addressing the growth of butterflies topic. Players have to collect data, to fight and to solve puzzles to complete the gaming missions.…”

Section: Educational Gamesmentioning

confidence: 99%

Multisensory games-based learning - lessons learnt from olfactory enhancement of a digital board game

Covaci

Ghinea

Lin

et al. 2018

Multimed Tools Appl

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Serious games are becoming an alternative educational method in a variety of fields because of their potential to improve the quality of learning experiences and to facilitate knowledge acquisition and content understanding. Moreover, entertainment-driven learners are more easily motivated to benefit from the learning process through meaningful activities defined in a game context. Interfacing educational computer games with multisensorial interfaces allows for a seamless integration between virtual and physical environments. Multisensorial cues can improve memory and attention and increase the cognitive and sensory-motor performance. Despite of the increasing knowledge in sensory processes, multisensory experiences and interactions in computer based instruction remain insufficiently explored and understood. In this paper, we present a multisensory educational gameFragrance Channel -and we investigate how enabling olfaction can contribute to users' learning performance, engagement and quality of experience. We compare results obtained after experiencing Fragrance Channel in the presence and absence of olfactory feedback on both a mobile and a PC. A knowledge test administered before and immediately after showed that our proposed educational game led to an improvement of performance in all the explored conditions. Subjective measurements carried out after the olfactory experience showed that students enjoyed the scenario and appreciated it as being relevant.

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Section: Educational Gamesmentioning

confidence: 99%

Multisensory games-based learning - lessons learnt from olfactory enhancement of a digital board game

Covaci

Ghinea

Lin

et al. 2018

Multimed Tools Appl

View full text Add to dashboard Cite

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“…It was from the research conducted by Van Eck (2007) that DGBL was a kind of instructive CAD platform with powerful potential to enhance the learning motivation and performance of students such as the augmented-reality learning system and the kinesthetic learning system (Hwang et al 2013;Wang and Chen 2010).…”

Section: Digital Game-based Learning Systemmentioning

confidence: 99%

“…For the past decade, researchers tried to develop various kinds of CAD learning systems and also verified that DGBL was available to enhance the learning performance, skills and motivation of students (Yun, Jiang and Li 2010;Hwang, Yang and Wang 2013). During such a period, researchers also found if the instructive material for learning was demonstrated through computer games, the learning performance of students could not live up to expectation (Wang and Chen 2010;Hwang, Wu and Chen 2012).…”

Section: Introductionmentioning

confidence: 99%

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Development of a Kinesthetic Learning System for Schoolchildren’s Baseball Learning Based on Competence Motivation Theory: Its Effect on Students’ Skill and Motivation

Yang

Hsieh

2015

Acta Oeconomica

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The traditional baseball instruction strategies were mainly conducted by the instructors with oral explanation and exemplifi cation while students had to improve their performance in athletic activities through continuous practice. During the learning process of athletic skills, students oftentimes posed less confi dence due to unskilled body movement resulting in lower achievement sense. Finally, they started to reject the engagement in relevant athletic activities and even never practice anymore. Therefore, this research aimed to explore the infl uence on the learning motivation and the performance of athletic skills made by students in the conventionally instructive mode by introducing the Computer-Aided Design (CAD) instruction strategies of the kinect baseball learning system. Research results indicated: (1) after the kinect baseball learning system was introduced into instruction, it positively affected the learning motivation of students; (2) after the kinect baseball learning system was introduced into instruction, it positively affected the performance of athletic skills of students.

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“…An important goal of research on STEM learning is to explain how experts come to understand these abstract concepts, and how this understanding is shaped by the acquisition of knowledge and experience over time. Although various methodologies have been used to characterize the differences between expert and novice knowledge representations in the sciences, such as card-sorting tasks (Chi, Feltovich, & Glaser, 1981;Smith et al, 2013;Wolf, Dougherty, & Kortemeyer, 2012), concept inventories (Hestenes, Wells, & Swackhamer, 1992;Steif & Dantzler, 2005), and concept maps (Hwang, Yang, & Wang, 2013;Novak, 1990;Novak & Cañas, 2008;Zohar & Barzilai, 2013), we still know little about how such knowledge is represented in the brain by distributed patterns of neural activity. Here we test how conceptual change resulting from a STEM learning task about Newtonian force is represented in changes in neural activity patterns.…”

Section: Introductionmentioning

confidence: 99%

Using the Force: STEM Knowledge and Experience Construct Shared Neural Representations of Engineering Concepts

Cetron¹,

Connolly²,

Diamond³

et al. 2017

Preprint

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Distributed neural systems engage in coordinated information processing that develops over time to support complex learning. Here, we extract the information represented in these neural systems in order to observe changes in conceptual knowledge related to STEM learning. Two groups of learners with different levels of prior knowledge and experience completed an fMRI-based task involving abstract mechanical engineering concepts. First, using data collected during learning, we identified emergent networks of neural activity that displayed similar response patterns. Next, we extracted the representational structure of these informational networks using multivariate representational similarity analysis. Finally, by comparing these representations to an expert model of concept knowledge, we identified within each informational network the presence (or absence) of expert-level knowledge of the target concepts. Results demonstrate that between groups and over the course of learning, different neural systems represent expert concept knowledge, indicating distinctions between dorsal and ventral stream processes and along an anterior-posterior gradient within the ventral stream. Our approach can be applied to investigate conceptual change across STEM domains, and provides a novel means of assessing the neural basis of concept learning over time and between individual learners.

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A concept map-embedded educational computer game for improving students' learning performance in natural science courses

Cited by 422 publications

References 52 publications

Multisensory games-based learning - lessons learnt from olfactory enhancement of a digital board game

Multisensory games-based learning - lessons learnt from olfactory enhancement of a digital board game

Development of a Kinesthetic Learning System for Schoolchildren’s Baseball Learning Based on Competence Motivation Theory: Its Effect on Students’ Skill and Motivation

Using the Force: STEM Knowledge and Experience Construct Shared Neural Representations of Engineering Concepts

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