How Competition in a Game-Based Science Learning Environment Influences Students' Learning Achievement, Flow Experience, and Learning Behavioral Patterns

Autor/inn/en	Chen, Ching-Huei; Liu, Jun-Han; Shou, Wen-Chuan
Titel	How Competition in a Game-Based Science Learning Environment Influences Students' Learning Achievement, Flow Experience, and Learning Behavioral Patterns
Quelle	In: Educational Technology & Society, 21 (2018) 2, S.164-176 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Competition; Educational Games; Teaching Methods; Science Instruction; Science Achievement; Learning Processes; Grade 7; Foreign Countries; Comparative Analysis; Learner Engagement; Quasiexperimental Design; Diaries; Qualitative Research; Statistical Analysis; Junior High School Students; Educational Technology; Technology Uses in Education; Achievement Tests; Multiple Choice Tests; Student Behavior; Pretests Posttests; Taiwan + Suchen Sie Ihr Suchwort? Wettkampf; Educational game; Lernspiel; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Learning process; Lernprozess; School year 07; 7. Schuljahr; Schuljahr 07; Ausland; Diary; Tagebuch; Qualitative Forschung; Statistische Analyse; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Student behaviour; Schülerverhalten
Abstract	Although educational games have become prevalent in recent research, only a limited number of studies have considered learners' learning behaviors while playing a science problem-solving game. Introducing a competitive element to game-based learning is promising; however, research has produced ambiguous results, indicating that more studies should investigate its pros and cons of competition. A total of 57 seventh-grade students participated in the study and were assigned to two conditions: competition or non-competition. Results revealed that students in the non-competition condition performed significantly better on the learning achievement test than those in the competition condition. With regard to the flow experience, no significant differences were found between the two conditions. The results of learning behavioral analyses revealed that, while both conditions resulted in students acquiring through means-ends strategies, students in the non-competition condition tended to read the instructions carefully and repeatedly sought additional supports to help themselves advance their conceptual understanding. These findings, when examined in light of previous research, call into question other types of competition in promoting engagement and supporting learning. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Available from: National Sun Yat-sen University. Department of Information Management, 70, Lien-Hai Rd, Kaohsiung, 80424, Taiwan. Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01