Studying the Effect of a Competitive Game Show in a Learning by Teaching Environment

Matsuda, Noboru; Yarzebinski, Evelyn; Keiser, Victoria; Raizada, Rohan; Stylianides, Gabriel J.; Koedinger, Kenneth R.

doi:10.1007/s40593-013-0009-1

Cited by 18 publications

(8 citation statements)

References 32 publications

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“…These results are unexpected but interesting. Previous publications have agreed that learning by teaching is a good teaching technique to promote content mastery (Allison, 1976;Blair et al, 2007;Matsuda et al, 2013;Mills, 1995;Podl & Metzger, 1994;Tsui, 2010). However, we did not find any statistical evidence that the learning by teaching technique was better for content mastery than traditional teaching and learning techniques.…”

Section: Discussioncontrasting

confidence: 91%

Empirical Evidence on the Effectiveness of the Learning by Teaching Technique among University-level English as a Foreign Language Students

Kasim

Muslem

Mustafa

2020

JLE

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Learning via teaching has been accepted as one of the best ways to achieve a deep understanding of a topic. This research was aimed at seeking scientific evidence to support this claim by comparing the scores the university-level EFL students obtained through the learning by teaching technique and those obtained by students who were taught traditionally using a teacher-centered approach. The experimental group consisted of 22 students who were taught pedagogical content knowledge, i.e. English Language Testing, traditionally for half of the semester and then teaching students at another university afterward. The control group consisted of 24 students who were taught language testing traditionally by the same instructor for the whole semester. Both groups were given a test to measure their content knowledge achievement; one test at the beginning of the semester and one at the end of the semester. Two-way ANOVA was used to compare the two groups’ scores, and find out how the differences in the scores was affected by the type of instruction. The results showed that there was significant evidence that the students’ scores improved significantly in both groups. However, the difference in test scores between pre-test and post-test did not depend on the type of instruction. Because the experimental group could achieve the same performance as those of the control group regardless of the shorter instruction period, it can be concluded that learning by teaching has potential as an effective method for teaching pedagogical content knowledge. Suggestions for possible modifications of this technique are discussed in this paper.

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Section: Discussioncontrasting

confidence: 91%

Empirical Evidence on the Effectiveness of the Learning by Teaching Technique among University-level English as a Foreign Language Students

Kasim

Muslem

Mustafa

2020

JLE

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“…Both digital simulations and face-to-face role-plays have been used as simulation-based learning environments. Numerous primary research on the effectiveness of simulations in medical and teacher education supports their effectiveness (e.g., Koparan & Yılmaz, 2015;Liaw et al, 2010;Matsuda et al, 2013). Meta-analytic studies in medical education (e.g., Cook et al, 2012Cook et al, , 2013 provide evidence supporting the generalizability of the high effects of simulations.…”

Section: Simulations In Medical and Teacher Educationmentioning

confidence: 97%

A Theoretical Framework for Fostering Diagnostic Competences with Simulations in Higher Education

Chernikova

Heitzmann

Opitz

et al. 2022

Learning to Diagnose With Simulations

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This chapter presents an overview of the theoretical and empirical evidence on the effectiveness of simulation-based learning in higher education for learners in the domains of medical and teacher education. First and foremost, it presents a theoretical framework for fostering diagnostic competences in simulation-based environments. This theoretical framework was utilized to develop the simulations described in this book and contribute to generating further empirical evidence on the effective design of simulation-based learning environments in the context of diagnosis. Moreover, this chapter presents insights from a meta-analytic study supporting the importance of learners’ individual prerequisites as well as the instructional and contextual factors described in the model.

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“…The TA with intrinsic motivations had more initiative interactions with students, and the overall rating of preference was high [54] Incorporated a "Game Show" feature; online learning; students teach SimStudent, and then the trained SimStudent compete in pairs by solving problems.…”

Section: Goaloriented and Motivated Diffusion And Osmosismentioning

confidence: 99%

Learning-by-Teaching in CS Education: A Systematic Review

Yi¹,

Li²,

Zhang³

2022

Proceedings of the Annual Hawaii International Conference on System Sciences

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To investigate the strategies and approaches in teaching Computer Science (CS), we searched the literature reviews in CS education in the past ten years. The reviews show that learning-by-teaching with the use of technologies helps improve student learning. To further investigate the strategies applied to learning-by-teaching, three categories are identified: peer tutoring, game-based flipped classroom, and teachable agents. For each category, we further searched and investigated prior studies. The results reveal the effectiveness and challenges of each strategy and provide insights for future studies.

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Studying the Effect of a Competitive Game Show in a Learning by Teaching Environment

Cited by 18 publications

References 32 publications

Empirical Evidence on the Effectiveness of the Learning by Teaching Technique among University-level English as a Foreign Language Students

Empirical Evidence on the Effectiveness of the Learning by Teaching Technique among University-level English as a Foreign Language Students

A Theoretical Framework for Fostering Diagnostic Competences with Simulations in Higher Education

Learning-by-Teaching in CS Education: A Systematic Review

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