Using a Ludic Simulation to Make Learning of Middle School Space Science Fun

Liu, M.; Horton, Lucas; Kang, Jina; Kimmons, Royce; Lee, J.

doi:10.4018/jgcms.2013010105

Cited by 20 publications

(7 citation statements)

References 28 publications

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“…Ninety-five percent of the 84 coded responses indicated the students enjoyed the PBL experience (see Table 5 and Figure 5), because they had learned knowledge and skills and the experience was "fun. " Having fun while learning is a consistent theme from both open-ended questions and interview responses (Liu, Horton, Kang, Kimmons, & Lee, 2013). Our previous research examining student attitude toward science and their achievement using Alien Rescue with regular education students also found a positive relationship (Kimmons et al, 2012).…”

Section: Attitude and Learning By At-risk Studentsmentioning

confidence: 62%

Examining Science Learning and Attitude by At-Risk Students After They Used a Multimedia-Enriched Problem-Based Learning Environment

Liu¹,

Liu²,

Pan³

et al. 2019

Interdisciplinary Journal of Problem-Based Learning

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Most of the previous problem-based learning (PBL) studies have been conducted with gifted or regular education students and have shown successes. However, little research on PBL exists for disadvantaged middle school students, especially students who are considered to be at risk of failing academically. In this study, we examined the use of a multimedia-enriched PBL science environment by at-risk middle school students. The results, using a mixed-methods design, showed that these students significantly improved their science knowledge and attitude toward science after they engaged in PBL learning. While there were no differences in the scores between the genders, the gain scores from pre-to post-tests in science knowledge and attitude toward science for the girls were larger. A strong positive relationship between attitude toward science and science knowledge was also found. Such research should provide much needed insights on the effect of PBL for all students, not only the gifted but also the underrepresented populations.

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Section: Attitude and Learning By At-risk Studentsmentioning

confidence: 62%

Examining Science Learning and Attitude by At-Risk Students After They Used a Multimedia-Enriched Problem-Based Learning Environment

Liu¹,

Liu²,

Pan³

et al. 2019

Interdisciplinary Journal of Problem-Based Learning

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“…Numerous learning benefits of game-based approaches are summarized in Table 1. Game-based learning has been successfully applied in various fields including marketing (Daly, 2001;Hamer, 2000), information systems (Massey, Brown, & Johnston, 2005), international business (Paul & Mukhopadhyay, 2004), business administration (Elgood, 1997), engineering (Hsiung, 2012;Prince, 2004), computer science (Martocchio & Webster, 1992;Papastergiou, 2009), mathematics (Carr, 2012), space science (Liu, Horton, Kang, Kimmons, & Lee, 2013), and physics (Eseryel, Law, Ifenthaler, Ge, & Miller, 2014;Squire, Barnett, Grant, & Higginbotham, 2004).…”

Section: Game-based Experiential Learningmentioning

confidence: 99%

Teaching Plan‐Do‐Study‐Act (PDSA) in a Supply Chain Context: A Paper Football In‐Class Activity

Brau

Gardner

Webb

et al. 2019

Decision Sci J Innov Edu

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We develop a single-class period learning game for the Plan-Do-Study-Act (PDSA) improvement cycle. The experiential activity walks teams through the PDSA problemsolving process as they create paper American footballs and improve their performance using each step of the cycle. The game is one of the first to focus on PDSA. Key benefits include increased student attention, engagement, and learning. Empirical tests show that participant pre-and post-test scores regarding their understanding of each phase of PDSA improved 21.2% after completing the game. Additionally, the treatment group performed 16.6% higher than the control group. In participant perception questions, 85% of participants felt the game was more effective than lecture or reading, 93% felt the game was fun, 95% felt the game improved their understanding of PDSA, and 98% felt the game was engaging.

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“…The results of the study indicated a 20 percentile increase in students' achievement. Liu, Horton, Kang, Kimmons, and Lee (2013) support that games are beneficial to learning, and claim that you should not make a game too hard. In their research they found that middle school students learn better in playful environments.…”

Section: Literature Reviewmentioning

confidence: 96%

Untitled

2016

MJLTM

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Statement of the Problem Although a number of studies have investigated teacher efficacy in different subject matters, "little research has been conducted to explore the perceived efficacy of nonnative English speaking teachers in different ESL and EFL contexts" (Eslami & Fatahi, 2008, p.2). Because of the fast worldwide spread of the English language, the number of NNESTs has increased tremendously over the last decades. As nonnative English speaking teachers become a focus of research and pedagogical interest in applied linguistics, the issue of their professional success is gaining significance as the role of English teachers' multiple intelligences in their teaching success has been recently researched and documented (Pishghadam & Moafian, 2007). Meanwhile, the relationship between the self-efficacy of the Iranian NNEST teachers and their professional success has been left almost intact. Although the relationship between Iranian EFL teachers' critical thinking ability and their professional success has been well researched (Birjandi& Bagherkazemi, 2010), the role of EFL teachers teaching in the institutes, in this regard has not been well documented. Nor has the relationship among the three constructs of selfefficacy, critical thinking, and teachers' success been studied simultaneously. The predictive ability of the self-efficacy and critical thinking concerning EFL teachers' success has not been well-established either. The main problem in the present study was to see self-efficacy belief and critical thinking have any impact on the professional success of EFL teachers in the Iranian context. Research Questions Considering the problem stated and the purpose of the study, the following questions were raised: 1. Is there any statistically significant relationship between self-efficacy and professional success among EFL teachers in the Iranian context?

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Using a Ludic Simulation to Make Learning of Middle School Space Science Fun

Cited by 20 publications

References 28 publications

Examining Science Learning and Attitude by At-Risk Students After They Used a Multimedia-Enriched Problem-Based Learning Environment

Examining Science Learning and Attitude by At-Risk Students After They Used a Multimedia-Enriched Problem-Based Learning Environment

Teaching Plan‐Do‐Study‐Act (PDSA) in a Supply Chain Context: A Paper Football In‐Class Activity

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