A Multidimensional Repertory Grid as a Graphic Organizer for Implementing Digital Games to Promote Students' Learning Performances and Behaviors

Autor/inn/en	Hwang, Gwo-Jen; Chien, Shu-Yun; Li, Wen-Shiang
Titel	A Multidimensional Repertory Grid as a Graphic Organizer for Implementing Digital Games to Promote Students' Learning Performances and Behaviors
Quelle	In: British Journal of Educational Technology, 52 (2021) 2, S.915-933 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hwang, Gwo-Jen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.13062
Schlagwörter	Game Based Learning; Educational Technology; Technology Uses in Education; Video Games; High School Students; Geography; Teaching Methods; Program Effectiveness; Student Motivation; Self Efficacy; Metacognition; Thinking Skills; Instructional Materials; Visual Aids + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Video game; Videospiel; Videospiele; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Geografie; Teaching method; Lehrmethode; Unterrichtsmethode; Schulische Motivation; Self-efficacy; Selbstwirksamkeit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Denkfähigkeit; Lehrmaterial; Lehrmittel; Anschauungsmaterial
Abstract	Digital game-based learning (DGBL) is a frequently adopted mode for facilitating teaching and learning, where learners are immersed in game contexts to engage in gameplay and to construct meaningful knowledge. However, without guidance, students might have difficulties organizing what they have experienced in gaming contexts. Thus, in this research, a multidimensional repertory grid (MDRG) approach was proposed, and a digital game was implemented accordingly. Moreover, an experiment was executed in a geography course to examine the effectiveness of the strategy. A total of 83 high school students (15.5 years old on average) participated in the experiment. The experimental group learned with the multidimensional repertory grid-based educational game, while the control group learned with the conventional gaming mode. The analysis results revealed that the experimental group had better learning achievement as well as higher learning motivation, self-efficacy and metacognition awareness. In addition, the behavioral analysis and interview results revealed that those learning with the proposed strategy had a greater tendency to promote higher order thinking. Accordingly, the limitations and suggestions for future research are provided. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01