A Knowledge Engineering Approach to Developing Educational Computer Games for Improving Students' Differentiating Knowledge

Autor/inn/en	Hwang, Gwo-Jen; Sung, Han-Yu; Hung, Chun-Ming; Yang, Li-Hsueh; Huang, Iwen
Titel	A Knowledge Engineering Approach to Developing Educational Computer Games for Improving Students' Differentiating Knowledge
Quelle	In: British Journal of Educational Technology, 44 (2013) 2, S.183-196 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/j.1467-8535.2012.01285.x
Schlagwörter	Computer Games; Educational Games; Elementary School Science; Science Instruction; Educational Technology; Computer Uses in Education; Science Achievement; Program Effectiveness; Student Attitudes; Student Motivation; Foreign Countries; Grade 6; Comparative Analysis; Teaching Methods; Pretests Posttests; Questionnaires; Natural Sciences; Taiwan + Suchen Sie Ihr Suchwort? Computer game; Computerspiel; Computerspiele; Educational game; Lernspiel; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtsmedien; Computernutzung; Schülerverhalten; Schulische Motivation; Ausland; School year 06; 6. Schuljahr; Schuljahr 06; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; Naturwissenschaften
Abstract	Educational computer games have been recognized as being a promising approach for motivating students to learn. Nevertheless, previous studies have shown that without proper learning strategies or supportive models, the learning achievement of students might not be as good as expected. In this study, a knowledge engineering approach is proposed for developing educational computer games to help students learn about the knowledge for differentiating a set of learning targets in an interesting and meaningful way. Based on the proposed approach, an educational computer game has been developed for an elementary school natural science course. The experimental results show that the proposed approach significantly improved the students' learning achievement as well as their learning attitude and motivation. (Contains 4 tables and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10