Sustaining iterative game playing processes in DGBL: The relationship between motivational processing and outcome processing

Huang, Wenhao David; Huang, Wei-Che; Tschopp, Jill

doi:10.1016/j.compedu.2010.03.011

Cited by 209 publications

(129 citation statements)

References 43 publications

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“…Studies have also indicated that digital games can play a significant role in the development of the learner's cognition and social processes (Lin & Lu, 2011) while simultaneously enhancing the students' interest and motivation in learning (Berhenke, Miller, Brown, Seifer, & Dickstein, 2011;Brom, Preuss, & Klement, 2011;Burguillo, 2010;Dickey, 2011;Erhel & Jamet, 2013;Huang, Huang, & Tschopp, 2010;Wang & Chen, 2010).…”

Section: Higher Order Skillsmentioning

confidence: 99%

Differentiation in the Digital-Based Classroom: A Universal Design Approach for Inclusive Settings in Middle Schools

McCoy¹,

Mathur²

2017

JED

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Teachers across the world have become barraged with various techniques to meet the educational needs of multiple subgroups, e.g., autistic, behavior disorders, English Language Learners (ELL), gifted. They have the responsibility of creating environments in which learners become more knowledgeable and skilled from the time when they entered the classroom. For the current and future generations of learners and their teachers, the emergence of technology has created new prospects for accommodating the learning styles of diverse classrooms. The versatility of technology can be used to organize and design material that promotes successful acquisition and retention of expected middle school content within the inclusive settings. In this paper, the authors provide a greater understanding of how technology can be an effective change agent for learning in middle school inclusive settings. Suggestions are included for teachers' capacity building to integrate technology to accommodate diverse student learning needs and styles.

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Section: Higher Order Skillsmentioning

confidence: 99%

Differentiation in the Digital-Based Classroom: A Universal Design Approach for Inclusive Settings in Middle Schools

McCoy¹,

Mathur²

2017

JED

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“…Furthermore, concept scaffolding and simulation of real world experiences may be triggered effectively in order to solve problems and enhance student's performance. For example, Huang and Huang [7] surveyed 264 students playing an online educational game and found a relationship between rewards and motives. [8] have shown that games can support novel approaches to learning by scaffolding players' experiences in new worlds and learn by trying to solve ill-defined problems inside the game, bringing to the fore the notion of 'learning by doing', which whilst not a new concept does seem to be increasingly important in the design of effective pedagogic games.…”

Section: Backroundmentioning

confidence: 99%

Fostering Science Teachers' Design for Inquiry-Based Learning by Using a Serious Game

Lameras

Savin‐Baden

Petridis

et al. 2014

2014 IEEE 14th International Conference on Advanced Learning Technologies

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Abstract-There is wide consensus internationally amongst scientific communities that Inquiry-Based Learning can be employed to foster acquisition of clearly defined, 'certain' knowledge such as the conceptual foundations of a scientific discipline. Alternatively, it can be used to engage students with uncertainty, multiple perspectives and contestation through exploration of scientific problems. In order to enact inquirybased learning effectively, science teachers need to be aware of how to design inquiry-based learning activities and the most effective ways of facilitating inquiry-based learning in the classroom. This paper, presents SimAULA, a serious game for helping science teachers to create engaging activities for involving students in inquiry-based quests. The paper proposes a cyclical model comprising seven inquiry steps or phases and translates these steps into practical inquiry-based activities performed in the serious game. SimAULA's overarching architecture is presented in the context of the in-game inquirybased learning activities, which will be implemented and evaluated in a number of schools across Europe.

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“…• A study employing Dick and Carey, Morrison, Ross, and Kemp, and the Collaborative Design Model highlighted that motivation and results processing should be taken into account when designing digital game-based learning (Huang, Huang, & Tschopp, 2010). …”

Section: Study Variablesmentioning

confidence: 99%

Content analysis of research trends in instructional design models: 1999-2014

Göksu

Özcan

Çakır

et al. 2017

JLD

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This study examines studies on instructional design models by applying content analysis. It covers 113 papers published in 44 international (e.g., system-oriented, class-oriented, or product-oriented). Results identified the most preferred models as ADDIE, ARCS, Gagne and Briggs, instructional design models were most common. These results show recent trends in instructional design models and will contribute to both researchers and instructional designers.

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Sustaining iterative game playing processes in DGBL: The relationship between motivational processing and outcome processing

Cited by 209 publications

References 43 publications

Differentiation in the Digital-Based Classroom: A Universal Design Approach for Inclusive Settings in Middle Schools

Differentiation in the Digital-Based Classroom: A Universal Design Approach for Inclusive Settings in Middle Schools

Fostering Science Teachers' Design for Inquiry-Based Learning by Using a Serious Game

Content analysis of research trends in instructional design models: 1999-2014

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