Effects of a Two-Tier Test Strategy on Students' Digital Game-Based Learning Performances and Flow Experience in Environmental Education

Autor/inn/en	Wang, Xiao-Ming; Wang, Shi-Man; Wang, Jia-Ni; Hwang, Gwo-Jen; Xu, Su
Titel	Effects of a Two-Tier Test Strategy on Students' Digital Game-Based Learning Performances and Flow Experience in Environmental Education
Quelle	In: Journal of Educational Computing Research, 60 (2023) 8, S.1942-1968 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Xiao-Ming) ORCID (Hwang, Gwo-Jen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/07356331221095162
Schlagwörter	Environmental Education; Game Based Learning; Video Games; Program Effectiveness; Grade 5; Academic Achievement; Cognitive Processes; Difficulty Level; Tests; Student Evaluation; Misconceptions; Concept Formation; Recycling; Elementary School Students; Foreign Countries; Knowledge Level; China + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Video game; Videospiel; Videospiele; School year 05; 5. Schuljahr; Schuljahr 05; Schulleistung; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Examination; Prüfung; Examen; Schulnote; Studentische Bewertung; Missverständnis; Concept learning; Begriffsbildung; Ausland; Wissensbasis
Abstract	At present, environmental issues are of concern to all countries, especially for developing countries, and education on waste sorting is urgent. However, it remains a challenge to improve students' learning achievement and engagement in environmental education. Researchers have pointed out the potential of digital games for promoting students' learning motivation. In addition, the two-tier testing mechanism has been recognized as an effective tool for correcting students' misconceptions and promoting their in-depth thinking. Therefore, this study proposed a two-tier testing-based digital gaming approach. To verify the effectiveness of the approach, a digital game was developed and a quasi-experiment was conducted. The participants were two classes of fifth graders, with one class as the experimental group using the two-tier test-based digital game and the other class as the control group learning with the conventional digital game. The results showed that the digital game-based learning with two-tier testing model was conducive to students' improved academic performance compared with the conventional digital game-based learning model, especially for students in the low-level group, who were able to make greater progress. In addition, the approach was effective in terms of reducing students' cognitive load and improving their flow experience. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01