Literaturnachweis - Detailanzeige
Autor/inn/en | Bressler, D. M.; Bodzin, A. M. |
---|---|
Titel | A Mixed Methods Assessment of Students' Flow Experiences during a Mobile Augmented Reality Science Game |
Quelle | In: Journal of Computer Assisted Learning, 29 (2013) 6, S.505-517 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0266-4909 |
DOI | 10.1111/jcal.12008 |
Schlagwörter | Psychological Patterns; Affective Behavior; Learner Engagement; Secondary School Students; Educational Games; Computer Games; Computer Simulation; Mixed Methods Research; Urban Schools; Middle School Students; Surveys; Field Studies; Student Attitudes; Predictor Variables; Science Activities; Interviews Affective disturbance; Active behaviour; Affektive Störung; Sekundarschüler; Educational game; Lernspiel; Computer game; Computerspiel; Computerspiele; Computergrafik; Computersimulation; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Survey; Umfrage; Befragung; Praxisforschung; Schülerverhalten; Prädiktor; Interviewing; Interviewtechnik |
Abstract | Current studies have reported that secondary students are highly engaged while playing mobile augmented reality (AR) learning games. Some researchers have posited that players' engagement may indicate a flow experience, but no research results have confirmed this hypothesis with vision-based AR learning games. This study investigated factors related to students' engagement--as characterized by flow theory--during a collaborative AR, forensic science mystery game using mobile devices. "School Scene Investigators: The Case of the Stolen Score Sheets" is a vision-based AR game played inside the school environment with Quick Response codes. A mixed methods approach was employed with 68 urban middle school students. Data sources included pre- and post-surveys, field observations and group interviews. Results showed that neither gender nor interest in science was an important predictor of variability in flow experience. Gaming attitude uniquely predicted 23% of the variance in flow experience. Student flow experience features included a flash of intensity, a sense of discovery and the desire for higher performance. The findings demonstrated a potential for mobile AR science games to increase science interest and help students learn collaboration skills. Implications for future research concerning mobile AR science games are discussed. (As Provided). |
Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |