Inquiry-Enhanced Digital Game-Based Learning: Effects on Secondary Students' Conceptual Understanding in Science, Game Performance, and Behavioral Patterns

Autor/inn/en	Chen, Ching-Huei; Huang, Kun; Liu, Jun-Han
Titel	Inquiry-Enhanced Digital Game-Based Learning: Effects on Secondary Students' Conceptual Understanding in Science, Game Performance, and Behavioral Patterns
Quelle	In: Asia-Pacific Education Researcher, 29 (2020) 4, S.319-330 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-019-00486-w
Schlagwörter	Game Based Learning; Teaching Methods; Science Instruction; Student Behavior; Comparative Analysis; Physics; Scientific Concepts; Concept Formation; Inquiry; Scaffolding (Teaching Technique); Learning Processes; Computer Games; Secondary School Students + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Student behaviour; Schülerverhalten; Physik; Concept learning; Begriffsbildung; Learning process; Lernprozess; Computer game; Computerspiel; Computerspiele; Sekundarschüler
Abstract	This quasi-experimental study investigated the effects of enhancing digital game-based science learning with the predict-observe-explain (POE) inquiry scaffolds. One hundred twenty seventh-grade students were assigned to either an experimental group or a control group. The two groups of students played the same game, but the experimental group additionally followed a POE inquiry guide in the gameplay. Students' in-game performance and inquiry behaviors were examined along with their conceptual understanding of the physics concepts addressed in the game. The findings suggested that the group that followed the POE guide performed significantly better in both conceptual understanding and game performance. The analysis of the two groups' inquiry behavioral data revealed different learning pathways, which shed light on how the inquiry scaffolds helped students in GBL. The article ends with practical implications for implementing game-based science learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01