Building Virtual Cities, Inspiring Intelligent Citizens: Digital Games for Developing Students' Problem Solving and Learning Motivation

Autor/in	Yang, Ya-Ting Carolyn
Titel	Building Virtual Cities, Inspiring Intelligent Citizens: Digital Games for Developing Students' Problem Solving and Learning Motivation
Quelle	In: Computers & Education, 59 (2012) 2, S.365-377 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2012.01.012
Schlagwörter	Grade 9; Civics; Academic Achievement; Learning Motivation; Problem Solving; Creative Thinking; Conventional Instruction; Time Factors (Learning); Critical Thinking; Classroom Techniques; Skill Development; Computer Assisted Instruction; Educational Technology; Educational Games; Computer Games; Instructional Design; Comparative Analysis; Instructional Effectiveness; Quasiexperimental Design; Experimental Groups; Control Groups; Statistical Analysis; Pretests Posttests; Educational Strategies + Suchen Sie Ihr Suchwort? School year 09; 9. Schuljahr; Schuljahr 09; Staatsbürgerkunde; Schulleistung; Motivation for studies; Lernmotivation; Problemlösen; Kreatives Denken; Kritisches Denken; Klassenführung; Kompetenzentwicklung; Qualifikationsentwicklung; Computer based training; Computerunterstützter Unterricht; Unterrichtsmedien; Educational game; Lernspiel; Computer game; Computerspiel; Computerspiele; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtserfolg; Statistische Analyse; Lehrstrategie
Abstract	This study investigates the effectiveness digital game-based learning (DGBL) on students' problem solving, learning motivation, and academic achievement. In order to provide substantive empirical evidence, a quasi-experimental design was implemented over the course of a full semester (23 weeks). Two ninth-grade Civics and Society classes, with a total of 44 students (15-16 years old), were randomly assigned to one of two conditions: an experimental group (incorporating DGBL) and a comparison group (taught using traditional instruction). Two-way mixed ANOVA was employed to evaluate changes in problem solving ability and compare the effectiveness the two strategies, while ANCOVA was used to analyze the effects on learning motivation and academic achievement. The results of this study are summarized as follows: (1) The DGBL strategy was clearly effective in promoting students' problem solving skills, while the control group showed no improvement. Additionally, data from the mid-test and post-test demonstrate that, as a higher order thinking skill, problem-solving requires a full semester to develop. (2). DGBL resulted in better learning motivation for students in the experimental group as compared to learners receiving TI. (3) Contrary to some suggestions that digital games could inhibit academic achievement, no statistically significant difference was found between the two groups. Most importantly, the quantitative improvement in problem-solving and learning motivation suggest that DGBL can be exploited as a useful and productive tool to support students in effective learning while enhancing the classroom atmosphere. Future research in DGBL should emphasize the evaluation of other higher order elements of the cognitive domain in terms of academic achievement outcomes and skills, such as critical and creative thinking. (Contains 12 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10