The Benefits of a Challenge: Student Motivation and Flow Experience in Tablet-PC-Game-Based Learning

Autor/inn/en	Hung, Cheng-Yu; Sun, Jerry Chih-Yuan; Yu, Pao-Ta
Titel	The Benefits of a Challenge: Student Motivation and Flow Experience in Tablet-PC-Game-Based Learning
Quelle	In: Interactive Learning Environments, 23 (2015) 2, S.172-190 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2014.997248
Schlagwörter	Educational Technology; Technology Uses in Education; Teaching Methods; Educational Games; Handheld Devices; Mathematics Instruction; Difficulty Level; Comparative Analysis; Control Groups; Experimental Groups; Student Motivation; Self Efficacy; Student Attitudes; Satisfaction; Grade 2; Elementary School Students; Foreign Countries; Sciences; Statistical Analysis; Questionnaires; Multivariate Analysis; Taiwan + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Educational game; Lernspiel; Mathematics lessons; Mathematikunterricht; Schwierigkeitsgrad; Schulische Motivation; Self-efficacy; Selbstwirksamkeit; Schülerverhalten; Zufriedenheit; School year 02; 2. Schuljahr; Schuljahr 02; Ausland; Science; Wissenschaft; Statistische Analyse; Fragebogen; Multivariate Analyse
Abstract	Advances in technology have led to continuous innovation in teaching and learning methods. For instance, the use of tablet PCs (TPCs) in classroom instruction has been shown to be effective in attracting and motivating students' interest and increasing their desire to participate in learning activities. In this paper, we used a TPCs game--an iPad app called "Motion Math: Hungry Fish"--to help young students learn to theoretically understand and practically implement the mathematical concepts of addition and subtraction. Based on findings from a pilot study, we categorized the game's 18 levels of difficulty into "challenging" (experimental group) and "matching" (control group) games. We aimed to investigate whether challenging games were more able than matching games to improve the students' motivation, flow experience, self-efficacy for technology, self-efficacy for science, feelings about the TPC game, and satisfaction with the learning approach. The findings showed that the students in the experimental group achieved better flow experience, learning performance, and satisfaction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01