An Examination of Digital Game-Based Situated Learning Applied to Chinese Language Poetry Education

Autor/inn/en	Chen, Hong-Ren; Lin, You-Shiuan
Titel	An Examination of Digital Game-Based Situated Learning Applied to Chinese Language Poetry Education
Quelle	In: Technology, Pedagogy and Education, 25 (2016) 2, S.171-186 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
DOI	10.1080/1475939X.2015.1007077
Schlagwörter	Educational Games; Computer Games; Poetry; Junior High School Students; Instructional Effectiveness; Academic Achievement; Usability; Student Attitudes; Positive Attitudes; Student Characteristics; Foreign Countries; Statistical Analysis; Multiple Regression Analysis; Simulated Environment; Computer Simulation; Taiwan + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Computer game; Computerspiel; Computerspiele; Lyrik; Poesie; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Unterrichtserfolg; Schulleistung; Schülerverhalten; Ausland; Statistische Analyse; Künstliche Umwelt; Computergrafik; Computersimulation
Abstract	By gradually placing more importance on game-based education and changing learning motivation by applying game-playing characteristics, students' learning experiences can be enhanced and a better learning effect can be achieved. When teaching the content of Chinese poetry in Taiwanese junior high schools, most teachers only explain the meaning of Chinese poetry, while it is difficult for students to understand why poets write these poems, resulting in learning confusion. This paper implemented a digital game-based situated learning system based on Tang Dynasty poems for learning Chinese poetry to simulate the situations of hardship encountered by poets when writing poetry in animated form to help junior high school students in Taiwan to have greater understanding when learning the content of Chinese poetry. The research results show that students who used the Gourd Tang Dynasty system in game-based instruction had significantly better learning achievements than students who underwent traditional narrative instruction. Among them, students in the low learning ability group improved in their grades significantly more than students in the high learning ability group in terms of their Tang Dynasty poetry learning. Furthermore, the authors examined the predictive relationships between perceived ease of use, perceived usefulness and behavioural intention related to the digital game-based situated learning system for Chinese language poetry. The factor of perceived usefulness was a key factor in the students' positive attitudes towards the digital game-based situated learning system. There were no significant differences with respect to individual characteristics (i.e. gender, online game experience and digital learning experience). The results demonstrate that this type of system can be widely accepted by students with different learning experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01