Formal and Informal Context Factors as Contributors to Student Engagement in a Guided Discovery-Based Program of Game Design Learning

Autor/inn/en	Reynolds, Rebecca; Chiu, Ming Ming
Titel	Formal and Informal Context Factors as Contributors to Student Engagement in a Guided Discovery-Based Program of Game Design Learning
Quelle	In: Learning, Media and Technology, 38 (2013) 4, S.429-462 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-9884
DOI	10.1080/17439884.2013.779585
Schlagwörter	Middle School Students; After School Programs; Attitude Change; Discovery Learning; Blended Learning; Educational Technology; Electronic Learning; Games; Internet; Social Networks; Context Effect; Learner Engagement; Parent Influence; Educational Attainment; Self Efficacy; Technology Integration; Disadvantaged Youth; Program Effectiveness; Student Surveys; Pretests Posttests; Content Analysis; Student Motivation; Factor Analysis; California + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Attitudinal change; Einstellungsänderung; Entdeckendes Lernen; Unterrichtsmedien; Game; Spiel; Spiele; Social network; Soziales Netzwerk; Bildungsabschluss; Bildungsgut; Self-efficacy; Selbstwirksamkeit; Benachteiligter Jugendlicher; Schülerbefragung; Inhaltsanalyse; Schulische Motivation; Faktorenanalyse; Kalifornien
Abstract	This paper explored informal (after-school) and formal (elective course in-school) learning contexts as contributors to middle-school student attitudinal changes in a guided discovery-based and blended e-learning program in which students designed web games and used social media and information resources for a full school year. Formality of the program context did not substantially influence attitude changes but did appear to influence learning outcomes. While intrinsic motivation did not change in the aggregate from pre- to post-program among students, positive changes in intrinsic motivation were found to be associated with engagement in almost all areas of student engagement in "Globaloria," with several at-home engagement changes measured. This finding challenges critiques of discovery-based learning as being de-motivating. Lower parent education among students was associated with positive changes in self-efficacy for online research indicating that disadvantaged students may stand to benefit from programs like this one. The study offers support for the need to more definitively explicate instructional design and context factors in educational technology research when investigating influences upon learning outcomes. The study holds implications for designing effective digital literacy interventions, and contributes to theory in the learning sciences and socio-technical systems research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10