Do Individual Differences Modulate the Effect of Agency on Learning Outcomes with a Serious Game?

2020 ◽  
pp. 254-266
Author(s):  
Julien Mercier ◽  
Kathleen Whissell-Turner ◽  
Ariane Paradis ◽  
Ivan Luciano Avaca ◽  
Martin Riopel ◽  
...  
Keyword(s):  
Individual Differences ◽  
Learning Outcomes ◽  
Serious Game

What Features Matter: Linking Serious Game Attributes to Learning Outcomes

2010 ◽  
Author(s):  
Elizabeth Lazzara ◽  
Davin Pavlas ◽  
Wendy Bedwell ◽  
Kyle Heyne ◽  
Eduardo Salas
Keyword(s):  
Learning Outcomes ◽  
Serious Game

scholarly journals Comparison of the effectiveness of lecture instruction and virtual reality-based serious gaming instruction on the medical students’ learning outcome about approach to coma

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Meysam Siyah Mansoory ◽  
Mohammad Rasool Khazaei ◽  
Seyyed Mohsen Azizi ◽  
Elham Niromand
Keyword(s):  
Virtual Reality ◽  
Medical Students ◽  
Learning Outcomes ◽  
Learning Outcome ◽  
Serious Game ◽  
Control Group ◽  
Serious Gaming ◽  
E Learning ◽  
The Mean ◽  
Lecture Instruction

Abstract Background New approaches to e-learning and the use of virtual reality technology and serious game in medical education are on the rise. Therefore, the purpose of this study was to compare the effectiveness of lecture method and virtual reality-based serious gaming (VRBSG) method on students learning outcomes about the approach to coma. Methods We adopted a randomized trial method for this study and selected 50 medical students dividing them into experimental and control groups. Students’ learning outcome was measured with a 10-item test. Serious game usability scale was used to evaluate the usability of the serious game. Descriptive and inferential statistics were used for data analysis by SPSS-22 software. Results Students’ familiarity with e-learning and VRBSG was low. The mean usability of a VRBSG was 126.78 ± 10.34 out of 150. The majority of students were eager to be instructed through VRBSG. The mean score of learning outcomes in the experimental group was significantly higher than the control group (t = − 2.457, P = 0.019). Conclusion Students’ learning outcomes in the VRBSG group in the test approach to coma were significantly better than the lecture group. The usability of the serious game instruction method was high. Taken together, instruction through VRBSG had an effective role in medical students’ learning.

Intelligent Agent-Based e-Learning System for Adaptive Learning

2012 ◽  
pp. 145-158
Author(s):  
Hokyin Lai ◽  
Minhong Wang ◽  
Huaiqing Wang
Keyword(s):  
Individual Differences ◽  
Learning Outcomes ◽  
Adaptive Learning ◽  
Main Idea ◽  
Learning Approaches ◽  
E Learning ◽  
Treatment Interaction ◽  
Multi Agent ◽  
The Individual ◽  
Intended Learning Outcomes

Adaptive learning approaches support learners to achieve the intended learning outcomes through a personalized way. Previous studies mistakenly treat adaptive e-Learning as personalizing the presentation style of the learning materials, which is not completely correct. The main idea of adaptive learning is to personalize the earning content in a way that can cope with individual differences in aptitude. In this study, an adaptive learning model is designed based on the Aptitude-Treatment Interaction theory and Constructive Alignment Model. The model aims at improving students’ learning outcomes through enhancing their intrinsic motivation to learn. This model is operationalized with a multi-agent framework and is validated under a controlled laboratory setting. The result is quite promising. The individual differences of students, especially in the experimental group, have been narrowed significantly. Students who have difficulties in learning show significant improvement after the test. However, the longitudinal effect of this model is not tested in this study and will be studied in the future.

Use of Social Software in Education

2010 ◽  
pp. 50-68
Author(s):  
Filiz Kalelioglu ◽  
Yasemin Gulbahar
Keyword(s):  
Individual Differences ◽  
Learning Outcomes ◽  
Multiple Intelligences ◽  
Theoretical Basis ◽  
Social Software ◽  
Educational Activities ◽  
Integrating Technology ◽  
Instructional Plans ◽  
Assessment Activities

In this chapter, numerous educational activities are presented for instructors in order to address each type of multiple intelligences. Most probably, these educational activities are those which are already being experienced by many instructors. The key point here is that although students are exposed to many educational activities, instructors generally don’t have any idea or rather don’t consider the learning outcomes in terms of multiple intelligences. In general, assessment activities are based only on the chunk of knowledge that the student gains after any particular activity. In fact, instructors should deal with the effects and improvements in students other than just the knowledge, after engagement in educational activities. Thus, instructors should base their instructional plans on a theoretical basis, especially when integrating technology into their courses. Hence, the development and changing activities and other tasks of social software according to the multiple intelligences that underline individual differences were discussed briefly in this chapter.

From Learning to Assessment. Utilizing Blockchain Technologies in Gaming Environments to Secure Learning Outcomes and Test Results

2019 ◽  
Vol 3 (2) ◽  
pp. 172-192 ◽  
Author(s):  
Michael Black ◽  
Lloyd Donelan ◽  
Trevor Higgins ◽  
Nikolaus Koenig ◽  
Brenton Lenzen ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Design Process ◽  
Serious Games ◽  
Digital Games ◽  
Serious Game ◽  
Test Results ◽  
Iterative Design ◽  
Category System ◽  
Secure Learning

This study, pursues the following three goals, namely the introduction and discussion regarding Blockchain technologies in education in general and serious games in particular; a definition and proposal of a category system for digital games with the aim not only to teach but also to assess; and a description of the serious game Gallery Defender, one of the very first games which maps grades/certificates for the player/learner as well as further information for the teacher on Blockchain. This game is currently in the middle of an iterative design process and the authors describe the used Blockchain approach of the first iteration of the game to inspire further developments in this direction, especially for the Maltese audience, as Malta is perceived as the leading EU country in the field of Blockchain regulation.

Individual differences in second language acquisition

AILA Review ◽  
2006 ◽  
Vol 19 ◽  
pp. 42-68 ◽  
Author(s):  
Zoltán Dörnyei
Keyword(s):  
Individual Differences ◽  
Second Language Acquisition ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Human Mind ◽  
Prominent Feature ◽  
Learner Characteristics ◽  
The Individual

Ever since the early days of its existence, the field of psychology has been trying to achieve two different and somewhat contradictory objectives: to understand the general principles of the human mind and to explore the uniqueness of the individual mind. The latter direction has formed an independent subdiscipline within the field, usually referred to as individual difference (ID) research. IDs are a prominent feature of SLA because a great deal of the variation in language learning outcomes is attributable, either directly or indirectly, to various learner characteristics. This paper first provides an overview of the five most important ID variables (personality, aptitude, motivation, learning styles and learning strategies) and then concludes by describing certain common themes in contemporary ID research.

scholarly journals الفروق الفردية بين المتعلّمين

2017 ◽  
Vol 18 (2) ◽  
pp. 173
Author(s):  
Dian Rizky Amalia
Keyword(s):  
Individual Differences ◽  
Learning Outcomes ◽  
Cognitive Factors ◽  
Learning Program ◽  
Successful Strategy ◽  
Emotional Factors ◽  
Significant Difference ◽  
The Individual

This article addresses the reality learning showed us that they did not agree to a significant difference in how much success end. Here psychologists assert that differences in learning outcomes need to go back to the individual differences among student. Cleared that the use of the most skilled educated is in fact different from the strategies that will be used by the least educated skill. Motivation refers to the desire to achieve aims, and effort is given in this way, and satisfaction for the task. There are ways and methods consistent with those that may not fit with the others to the presence of differences in ability and inclination, that the most successful strategy chosen by the teacher after studying and evaluating strategic wiyh all student, can even be used for the approval of a learning program learners. In accordance with the needs of society and the interests of any individual discovery and development capabilities. Keywords: individual differences, cognitive factors, emotional factors

scholarly journals The Effect of Multiple Intelligences on DDL Vocabulary Learning

2017 ◽  
Vol 6 (2) ◽  
pp. 182
Author(s):  
Asma’a Abdulrazzaq Al-Mahbashi ◽  
Noorizah Mohd Noor ◽  
Zaini Amir
Keyword(s):  
Individual Differences ◽  
Learning Outcomes ◽  
Multiple Intelligences ◽  
English Language ◽  
Empirical Studies ◽  
Multiple Intelligence ◽  
Language Classrooms ◽  
Different Characteristics ◽  
English Language Classrooms ◽  
Direct Use

Over the past decades, the potential for the direct use of corpora known as data driven learning (DDL) has gained great prominence in English language classrooms. A substantial number of empirical studies demonstrated that DDL instruction positively affects students’ learning. As learning outcomes can be affected by individual differences, some researchers have investigated the efficiency of DDL in the light of learners’ different characteristics to determine the type of learners who were more responsive to DDL. The DDL literature has indicated the need for more research addressing for whom DDL best suits. Therefore, the aim of the current study was to examine whether or not learners’ predominant intelligences were significant predictors of DDL learning outcomes. The sample for this study included 30 female EFL Yemeni students at Sana’a University. The study used three primary instruments:  a multiple intelligence questionnaire, a posttest and a delayed test on the vocabulary that was taught using DDL. The result of the correlation analyses between the participants’ three identified predominant intelligences and their performances in the posttest and delayed test showed an insignificant relationship between the variables. The regression analyses results also revealed that the predominant intelligences insignificantly predicted the participants’ posttest and delayed test performances.  Based on these findings, learners’ needs and preferences should be activated and addressed by classroom instructions for creating a diverse and motivating learning environment.Keywords: corpora, DDL, individual differences, IQ, multiple intelligences 

The Effects of Fully and Partially In-Game Guidance on Players' Declarative and Procedural Knowledge With a Disaster Preparedness Serious Game

2020 ◽  
Vol 12 (4) ◽  
pp. 23-37
Author(s):  
Ting Zhou ◽  
Christian S. Loh
Keyword(s):  
Learning Outcomes ◽  
Prior Knowledge ◽  
Disaster Preparedness ◽  
Serious Games ◽  
Procedural Knowledge ◽  
Declarative Knowledge ◽  
Serious Game ◽  
Moderator Effect ◽  
Interaction Term ◽  
The Relationship

Studies suggest that serious games are useful tools for disaster preparedness training, but few have examined if instructional factors differentially affect the learning outcomes. This study investigated the effects of players' gaming frequency, prior knowledge, and in-game guidance received on their declarative and procedural knowledge in a disaster preparedness serious game. Findings showed that gaming frequency was not a significant predictor for learning outcomes. By contrast, players' prior knowledge, the types of in-game guidance received, and the interaction between the two were all significant predictors for the acquisition of declarative knowledge and development of procedural knowledge. The interaction term revealed a moderator effect, indicating that the relationship between a player's prior knowledge and learning outcomes was affected by the type of in-game (full or partial) guidance received.

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