The influence of collaboration styles to children’s cognitive performance in digital problem-solving game “William Adventure”: A comparative case study

Shih, Ju-Ling; Shih, Bai-Jiun; Shih, Chun-Chao; Su, Hui-Yu; Chuang, Chien-Wen

doi:10.1016/j.compedu.2010.04.009

Cited by 52 publications

(29 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The teacher has noted that the students were eager to shout out answers and give encouragement to the player, which was also consistent with the results from the interviews with the students. Mixed findings were found on the literature regarding the effect of collaborative learning on student performance in terms of knowledge gain such as positive effects [28,29] and negative effects [30,31]. This calls for more detailed studies to understand the effect of collaborative learning in the GBL approach particularly within the context of CfE.…”

Section: B the Learning Outcomesmentioning

confidence: 88%

Using games as a context for interdisciplinary learning: A case study at a Scottish primary school

Razak

Connolly

2013

2013 IEEE Global Engineering Education Conference (EDUCON)

View full text Add to dashboard Cite

Games-based learning (GBL) is perceived by some educationalists as a highly motivating form of supplementary learning and is now being used more widely at different levels of education. Under the new Curriculum for Excellence (CfE) introduced in Scotland, teachers are expected to implement active learning with a focus on the child at the centre of the learning process to achieve optimum engagement. One of the approaches that is highly promoted under the CfE is GBL. This paper presents a case study conducted at a primary school in Scotland that demonstrated the use of games as a context for interdisciplinary learning. The findings suggest that the students were fully engaged and motivated throughout the learning process and learned constructively through the activities and social interaction. Findings from this case study will contribute to the growing research in the field of GBL towards making learning more appealing and relevant to the younger generation.

show abstract

Section: B the Learning Outcomesmentioning

confidence: 88%

Using games as a context for interdisciplinary learning: A case study at a Scottish primary school

Razak

Connolly

2013

2013 IEEE Global Engineering Education Conference (EDUCON)

View full text Add to dashboard Cite

show abstract

“…Moreover, games could provide multi-level enjoyment and flow experience to enhance the self-oriented learning and problem-solving capability of students (Shih et al, 2010;Vos, van der Meijden, & Denessen, 2011). For example, Liu et al (2011) reported the positive effect of simulation games on students' intrinsic motivation for the subject of computer programming.…”

Section: Introductionmentioning

confidence: 95%

“…In the past decade, numerous studies have stressed that digital game-based learning is able to promote students' learning interest and learning motivation by integrating several learning strategies (Chu & Chang, 2014;Hwang, Hung, & Chen, 2014;Hwang, Wu, & Chen, 2012;Liu et al, 2011;Shih, Shih, Shih, Su, & Chuang, 2010). Moreover, games could provide multi-level enjoyment and flow experience to enhance the self-oriented learning and problem-solving capability of students (Shih et al, 2010;Vos, van der Meijden, & Denessen, 2011).…”

Section: Introductionmentioning

confidence: 98%

A time sequence-oriented concept map approach to developing educational computer games for history courses

Yang

Jing-hong

2014

Interactive Learning Environments

View full text Add to dashboard Cite

Concept maps have been recognized as an effective tool for students to organize their knowledge; however, in history courses, it is important for students to learn and organize historical events according to the time of their occurrence. Therefore, in this study, a time sequence-oriented concept map approach is proposed for developing a game-based environment to facilitate students' learning of historical events and their organization during the gaming process. With this approach, students can easily learn the precedence relationships among the historical events that occurred in different time periods with the time sequence-oriented concept map. To evaluate the effectiveness of the proposed approach, a historical role-playing game has been developed for an elementary school history course to examine the students' performance in terms of learning motivation, self-efficacy and learning achievements. A subject unit, the "Siege of Fort Zeelandia by Zheng Cheng-Gong," was chosen as the history topic. The results show that the proposed approach can significantly enhance the students' learning achievement, but did not affect their learning motivation or self-efficacy for the history course. As a consequence, it is concluded that students can benefit from concept maps in terms of enhancing their learning achievement, but they do not necessarily enjoy using concept maps in game-based learning activities.

show abstract

“…Unsurprisingly, the vast majority of the experiments and observations falling into this category were conducted with adult participants, mainly university students -as it is the demographic group that is the most easily available for researchers to recruit. Only one article focused on the analysis of the interaction in a game designed specifically for children [2], and another one investigated an intergenerational game targeting senior users [32].…”

Section: B) Interaction Versus Learning Environmentmentioning

confidence: 99%

“…From an instructional design perspective, Shih et al [2] discuss that cooperative learning refers to the distribution of the work between learners, while collaborative learning means that peers create and study together throughout the whole learning process, without work distributions between them. Although there is a distinction, the terms are often used as synonyms.…”

mentioning

confidence: 99%

Collaborative and cooperative games: Facts and assumptions

Sedano

Carvalho

Secco

et al. 2013

2013 International Conference on Collaboration Technologies and Systems (CTS)

View full text Add to dashboard Cite

Collaboration and cooperation are fundamental activities and processes for humans. There has been a recent rise in the interest in collaborative and cooperative processes in several fields of study and an increasing popularity of commercial collaborative games. In this paper, we aim to identify how are collaboration and cooperation processes studied and promoted in the field of game research, with emphasis in digital games. To that end, we systematically analyzed two sets of data: academic publications on collaborative games and reviews of commercial collaborative games. From this examination, we acknowledge the important relationship between games and the cultural context, and we identify three main areas of study for this type of games (learning environments, interaction, and ingameplay experience), which serve as a landscape for the investigation on collaborative and cooperative games.

show abstract

The influence of collaboration styles to children’s cognitive performance in digital problem-solving game “William Adventure”: A comparative case study

Cited by 52 publications

References 21 publications

Using games as a context for interdisciplinary learning: A case study at a Scottish primary school

Using games as a context for interdisciplinary learning: A case study at a Scottish primary school

A time sequence-oriented concept map approach to developing educational computer games for history courses

Collaborative and cooperative games: Facts and assumptions

Contact Info

Product

Resources

About