Implementation of Game-transformed Inquiry-based Learning to Promote the Understanding of and Motivation to Learn Chemistry

Srisawasdi, Niwat; Panjaburee, Patcharin

doi:10.1007/s10956-018-9754-0

Cited by 73 publications

(48 citation statements)

References 65 publications

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“…The papers were categorised based on the mode of social interactions and listed in Table 4. Face-to-face conversations between students (Barab, 2009;Annetta, 2010;Clark D. B., 2011;Magnussen, 2014;Shute, 2015;Eaton, 2015;Ye, 2017;Srisawasdi, 2019) Group discussion (Echeverria, 2011;Echeverria A. B., 2012;Magnussen, 2014;Chen, 2015;Ye, 2017;Chang, 2017) Online/ virtual collaboration (Hummel, 2011;Eaton, 2015;Annetta, 2010) Student-teacher interaction…”

Section: Discussion On Mode Of Social Interactionsmentioning

confidence: 99%

“…Teacher-facilitated class discussion (Chee, 2012;Sadler T. D., 2013;Brom, 2015;Rowe, 2017;Srisawasdi, 2019;Eastwood, 2013;Sadler T. D., 2015) Answering of questions by teachers (Annetta, 2010;Echeverria, 2011;Clark D. B., 2011;Echeverria A. B., 2012;Eastwood, 2013)…”

Section: Discussion On Mode Of Social Interactionsmentioning

confidence: 99%

“…Students engaged in a range of conversations, from what was happening on their own or others' screens to a discussion regarding the underlying scientific concepts (Shute, 2015). Peer interaction during game-based learning provided an opportunity for collaborative sense making (Barab, 2009;Annetta, 2010;Srisawasdi, 2019;Eaton, 2015). During the gameplay experience, students worked together to problem-solve and eventually achieve a shared conceptual understanding (Barab, 2009).…”

Section: Face-to-face Conversations Between Studentsmentioning

confidence: 99%

“…Peer interaction allowed students to discuss the scientific phenomena observed during gameplay. For chemistry, students clarified misconceptions and generated their own knowledge regarding the properties of liquids (Srisawasdi, 2019). Peer assistance behaviours were also commonly observed during the game-based learning experience, allowing students to receive timely clarifications from their classmates regarding scientific concepts (Eaton, 2015).…”

Section: Face-to-face Conversations Between Studentsmentioning

confidence: 99%

See 3 more Smart Citations

Role of Social Interactions during Digital Game-based Learning in Science Education: A Systematic Review

Low¹

2020

ASCILITE’s First Virtual Conference. Proceedings ASCILITE 2020 in Armidale

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Digital games have been used for teaching science subjects; however, merely playing games does not guarantee that learning will take place. Educators need to scaffold the gameplay experience and integrate other instructional methods into the process to enhance and ensure learning. Social constructivism is one such approach. Although there are a number of studies on game-based learning, they focus more on the effectiveness of learning or the classification of learning outcomes rather than the mode of social interactions in game-based learning. A systematic review was carried out to identify the different modes of social interactions and their impact on digital game-based learning in science education. Five modes of social interactions were identified; face-to-face conversation between students, group discussion, online/virtual collaboration, teacher-facilitated classroom discussion and answering of questions by teachers. Social interactions enhanced learning through collaborative sense making, promoting learner motivation, enabling scientific reasoning and providing instructional support. These form a basis for educators to design productive social interactions for digital game-based learning in science education.

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Section: Discussion On Mode Of Social Interactionsmentioning

confidence: 99%

Section: Discussion On Mode Of Social Interactionsmentioning

confidence: 99%

Section: Face-to-face Conversations Between Studentsmentioning

confidence: 99%

Section: Face-to-face Conversations Between Studentsmentioning

confidence: 99%

See 2 more Smart Citations

Role of Social Interactions during Digital Game-based Learning in Science Education: A Systematic Review

Low¹

2020

ASCILITE’s First Virtual Conference. Proceedings ASCILITE 2020 in Armidale

View full text Add to dashboard Cite

show abstract

“…When students engage in scientific inquiry and communication in the science classroom, examining issues such as what data can be used to answer this question, how to organize the data to explain the question clearly, or how to organize evidence to make the most convincing explanation may provide opportunities for students to realize the process of data modeling (Namdar & Shen, 2015;NGSS Lead States, 2013). However, previous research (e.g., Srisawasdi & Panjaburee, 2019;Tsai, 2018) attached importance to inquiry teaching but failed to highlight the process and characteristics of data modeling. This may cause students to fail to develop data modeling competences (Jong et al, 2015;Nicolaou & Constantinou, 2014).…”

Section: Introductionmentioning

confidence: 96%

The Effects of a Virtual Laboratory and Meta-Cognitive Scaffolding on Students' Data Modeling Competences

Hung

Tsai

2020

JBSE

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Previous studies on the effectiveness of virtual laboratories for learning have shown inconsistent results over the past decade. The purpose of this research was to explore the effects of a virtual laboratory and meta-cognitive scaffolding on students' data modeling competences. A quasi-experimental design was used. Three classes of eighth graders from southern Taiwan participated in this research and were assigned to the Experimental Group Ⅰ (EG Ⅰ), the Experimental Group Ⅱ (EG Ⅱ), and the Control Group (CG). EG Ⅰ (n=25) received the virtual laboratory and meta-cognitive scaffolding in the teaching and learning. EG Ⅱ (n=28) received the virtual laboratory only in the teaching and learning. The CG (n=27) received the lecture with the cookbook laboratory. The teaching unit was Heat and Specific Heat, and the teaching time for the three groups was six lessons (of 45 minutes each). The Data Modeling Competences Test (DMCT) designed by the research team was used as the data collection instrument. The results showed that the virtual laboratory and meta-cognitive scaffolding had effects on students' data modeling competences. This research shows the importance of the meta-cognitive scaffolding strategy for virtual laboratories when conducting data modeling teaching. Keywords: data modeling, quasi-experimental design, meta-cognitive scaffolding, virtual laboratory

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Game‐based learning has good chemistry with chemistry education: A three‐level meta‐analysis

Gallagher

Wouters

et al. 2022

J Res Sci Teach

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Game‐based learning (GBL) may address the unique characteristics of a single subject such as chemistry. Previous systematic reviews on the effects of GBL have yielded contradictory results concerning cognitive and motivational outcomes. This meta‐analysis aims to: (a) estimate the overall effect size of GBL in chemistry education on cognitive, motivational, and emotional outcomes compared with non‐GBL (i.e., media comparison); (b) examine possible moderators of the effects; and (c) identify the more effective game design and instructional design features (i.e., value‐added comparison). We screened 842 articles and included 34 studies. This study is the first GBL meta‐analysis that employed a three‐level random‐effects model for the overall effects. Moderator analysis used a mixed‐effects meta‐regression model. Results from the media comparison suggest chemistry GBL was more effective for cognition (g = 0.70, k = 30, N = 4155), retention (g = 0.59, k = 20, N = 2860), and motivation (g = 0.35, k = 7, N = 974) than non‐GBL and the substantial heterogeneity (I2 = 86%) for cognitive outcomes. No study reported emotional outcomes, and studies considering value‐added comparisons of GBL with versus without specific design features (k = 3) were too few to perform a meta‐analysis. Moderator analyses implied that except for publication source and sample size, no other moderator was related to effect sizes. There may be the small‐study effects, particularly publication bias. Although we conclude that GBL enhances chemistry learning more than non‐GBL, the results also make clear that additional high‐quality value‐added research is needed to identify design guidelines that may further improve chemistry GBL. More GBL meta‐analyses on subjects other than chemistry are also needed. As the first GBL meta‐analysis that emphasizes emotion, we call for more research on emotion and on relationships between cognition, motivation, and emotion in GBL.

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Implementation of Game-transformed Inquiry-based Learning to Promote the Understanding of and Motivation to Learn Chemistry

Cited by 73 publications

References 65 publications

Role of Social Interactions during Digital Game-based Learning in Science Education: A Systematic Review

Role of Social Interactions during Digital Game-based Learning in Science Education: A Systematic Review

The Effects of a Virtual Laboratory and Meta-Cognitive Scaffolding on Students' Data Modeling Competences

Game‐based learning has good chemistry with chemistry education: A three‐level meta‐analysis

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