Influences of an inquiry‐based ubiquitous gaming design on students’ learning achievements, motivation, behavioral patterns, and tendency towards critical thinking and problem solving

Abstract

In this paper, an inquiry-based ubiquitous gaming approach was proposed. The objective of the study was to enhance students' performances in in-field learning activities. To show the advantages of the approach, an experiment was carried out to assess the effects of it on students' learning achievement, motivation, critical thinking, and problem solving. Furthermore, the students' behavioral patterns were investigated via content and sequential analysis methods. The experimental outcomes show that the approach promoted students' performances of learning achievement and intrinsic motivation; moreover, the students' perceptions of their problem solving and critical thinking were significantly promoted as well. The learning behavior analysis further show that the designated approach stimulated the participants to actively engage in field observation, comparison, and data searching in the context ware in-field learning activity.

Specific Open-Ended Assessment: Assessing Students' Critical Thinking Skill on Kinetic Theory of Gases

“…Based on the reliability scale (α = 0.89), the open-ended form was more effective than others, such as multiple choice only 0.78 (Hwang & Chen, 2017). Similar results found by Harjo, Kartowagiran, & Mahmudi (2019), the internal reliability with the open-ended format of their study shows α = 0.94.…”

Mobile‐Based micro‐Learning and Assessment: Impact on learning performance and motivation of high school students

“…Previous research in the domain of K‐12 science education (Liu et al, ; Tingir, Cavlazoglu, Caliskan, Koklu, & Intepe‐Tingir, ) provided evidence that the use of mobile devices improves students' performance and motivation in a wide range of formal or informal educational contexts, that is, natural science courses (de‐Marcos et al, ), Physics courses (Nikou & Economides, ; Zhai, Zhang, & Li, ), botany courses (Huang, Lin, & Cheng, ), inquiry investigations (Ahmed & Parsons, ; Hwang, Wu, Zhuang, & Huang, ), context‐aware ubiquitous learning activities (Shih, Chu, Hwang, & Kinshuk, ), or inquiry‐based ubiquitous gaming (Hwang & Chen, ). Mobile‐based micro‐learning is a relatively new approach that combines features of mobile learning and micro‐learning, by delivering small learning units and short‐term learning activities (Hug, Lindner, & Bruck, ) through mobile devices, in a manner that can be personalized, adaptive, ubiquitous, and context‐aware (Bruck, Motiwalla, & Foerster, ).…”

Reason and Emotion: How They Drive Students to Play a Color Game

“…Kinzie and Joseph (2008) claimed that digital games have provided immersive and enjoyable virtual environments for students to achieve challenging targets by following a given set of rules. This means that students can manipulate virtual objects in the entertaining contexts created by digital games, observing changes in those objects and thereby improve their own knowledge in an exciting way (Hwang & Chen, 2017). More importantly, such kind of educational games not only boost students' learning motivation and performance (Hwang & Wu, 2012), but also transform the traditional teacher-centered pedagogy into a student-centered one that facilitates students' engagement in effective learning Watson, Mong, & Harris, 2011).…”