Interaction between Gaming and Multistage Guiding Strategies on Students' Field Trip Mobile Learning Performance and Motivation

Autor/inn/en	Chen, Chih-Hung; Liu, Guan-Zhi; Hwang, Gwo-Jen
Titel	Interaction between Gaming and Multistage Guiding Strategies on Students' Field Trip Mobile Learning Performance and Motivation
Quelle	In: British Journal of Educational Technology, 47 (2016) 6, S.1032-1050 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12270
Schlagwörter	Educational Games; Field Trips; Handheld Devices; Learning Activities; Educational Technology; Learning Strategies; Learning Motivation; Educational Experiments; Elementary School Students; Elementary School Science; Natural Sciences; Science Achievement; Teaching Methods; Interaction; Student Improvement; Guidance; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Exkursion; Lernaktivität; Unterrichtsmedien; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Motivation for studies; Lernmotivation; Schulversuch; Naturwissenschaften; Teaching method; Lehrmethode; Unterrichtsmethode; Interaktion; Beratung; Unterrichtserfolg
Abstract	In this study, an integrated gaming and multistage guiding approach was proposed for conducting in-field mobile learning activities. A mobile learning system was developed based on the proposed approach. To investigate the interaction between the gaming and guiding strategies on students' learning performance and motivation, a 2 × 2 experiment was conducted on an elementary school natural science course. Four groups of students were situated in a field trip to learn with different mobile learning approaches (ie, gaming or nongaming) and guiding mechanisms (ie, multistage or single-stage). The experimental results showed that both the gaming and multistage guiding mechanisms proposed in this study significantly enhanced the students' learning achievements. Moreover, the interaction between the two showed that the lead-in of the gaming strategy could significantly improve the learning motivation of the students who learned with the multistage guiding mechanism; on the contrary, their learning motivation could be significantly decreased without the gaming approach, although the multistage guiding mechanism was effective. The findings imply that "gamification" could be a good approach for helping students accept learning support or tools provided in mobile learning scenarios. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01