A Time Sequence-Oriented Concept Map Approach to Developing Educational Computer Games for History Courses

Autor/inn/en	Chu, Hui-Chun; Yang, Kai-Hsiang; Chen, Jing-Hong
Titel	A Time Sequence-Oriented Concept Map Approach to Developing Educational Computer Games for History Courses
Quelle	In: Interactive Learning Environments, 23 (2015) 2, S.212-229 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2014.979208
Schlagwörter	Foreign Countries; Concept Mapping; Educational Games; Computer Games; History Instruction; Role Playing; Elementary School Students; Learning Motivation; Self Efficacy; Academic Achievement; Cognitive Processes; Difficulty Level; Grade 5; Experimental Groups; Control Groups; Questionnaires; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Concept Map; Educational game; Lernspiel; Computer game; Computerspiel; Computerspiele; History lessons; Geschichtsunterricht; Rollenspiel; Motivation for studies; Lernmotivation; Self-efficacy; Selbstwirksamkeit; Schulleistung; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; School year 05; 5. Schuljahr; Schuljahr 05; Fragebogen
Abstract	Concept maps have been recognized as an effective tool for students to organize their knowledge; however, in history courses, it is important for students to learn and organize historical events according to the time of their occurrence. Therefore, in this study, a time sequence-oriented concept map approach is proposed for developing a game-based environment to facilitate students' learning of historical events and their organization during the gaming process. With this approach, students can easily learn the precedence relationships among the historical events that occurred in different time periods with the time sequence-oriented concept map. To evaluate the effectiveness of the proposed approach, a historical role-playing game has been developed for an elementary school history course to examine the students' performance in terms of learning motivation, self-efficacy and learning achievements. A subject unit, the "Siege of Fort Zeelandia by Zheng Cheng-Gong," was chosen as the history topic. The results show that the proposed approach can significantly enhance the students' learning achievement, but did not affect their learning motivation or self-efficacy for the history course. As a consequence, it is concluded that students can benefit from concept maps in terms of enhancing their learning achievement, but they do not necessarily enjoy using concept maps in game-based learning activities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01