Gamifying and Mobilising Social Enquiry-Based Learning in Authentic Outdoor Environments

Autor/inn/en	Jong, Morris Siu-Yung; Chan, To; Hue, Ming-Tak; Tam, Vincent W. L.
Titel	Gamifying and Mobilising Social Enquiry-Based Learning in Authentic Outdoor Environments
Quelle	In: Educational Technology & Society, 21 (2018) 4, S.277-292 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Outdoor Education; Educational Games; Educational Technology; Technology Uses in Education; Handheld Devices; Telecommunications; Student Centered Learning; Computer Oriented Programs; Inquiry; Humanities; Program Effectiveness; Knowledge Level; Grade 10; High School Students; Conventional Instruction; Foreign Countries; Academic Achievement; Hong Kong + Suchen Sie Ihr Suchwort? Freiluftunterricht; Educational game; Lernspiel; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Telekommunikationstechnik; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Computerprogramm; Geisteswissenschaften; Humanwissenschaften; Wissensbasis; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Schulleistung; Hongkong
Abstract	There has been increasing discussion among educators and researchers about harnessing the idea of gamification to enhance the current learning and teaching practices in school education. Leveraging the context-aware mobile technology and student-centred learning theories, we have developed a mobile application, Gamified Authentic Mobile Enquiry in Society (GAMES), to support students in conducting authentic outdoor enquiry-based learning in social humanities education. This paper reports the quasi-experimental study in which we evaluated the learning effectiveness of GAMES in terms of supporting students' knowledge construction, in comparison with the conventional outdoor enquiry-based learning approach. It involved a total of 559 Grade 10 students from top, middle, and bottom academic-banding schools. Results indicated that, compared to the conventional approach, GAMES had different degrees of positive effects on the high, moderate, and low academic-achieving participants. This study not only provides grounds for a wider adoption of GAMES in social humanities education, but also makes a contribution to empirical evidence in the field by designing, implementing and evaluating gamified mobile learning in authentic outdoor contexts. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Available from: National Sun Yat-sen University. Department of Information Management, 70, Lien-Hai Rd, Kaohsiung, 80424, Taiwan. Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01