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

2019 ◽  
Vol 29 (4) ◽  
pp. 319-330
Author(s):  
Ching-Huei Chen ◽  
Kun Huang ◽  
Jun-Han Liu
Keyword(s):  
Secondary Students ◽  
Conceptual Understanding ◽  
Behavioral Patterns ◽  
Learning Effects ◽  
Digital Game ◽  
Game Based Learning ◽  
Game Performance

Digital Game based Learning for Undergraduate Calculus Education

2016 ◽  
Vol 8 (1) ◽  
pp. 13-27 ◽  
Author(s):  
Yu-Hao Lee ◽  
Norah Dunbar ◽  
Keri Kornelson ◽  
Scott N. Wilson ◽  
Ryan Ralston ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Conceptual Understanding ◽  
Control Group ◽  
Sense Of Control ◽  
Tracking Data ◽  
Digital Game ◽  
Game Based Learning ◽  
Behavioral Tracking ◽  
Calculation Skills ◽  
Game Condition

This study has two goals: First, to investigate the effectiveness of using a digital game to teach undergraduate-level calculus in terms of improving task immersion, sense of control, calculation skills, and conceptual understanding. Second, to investigate how feedback and visual manipulation can facilitate conceptual understanding of calculus. 132 undergraduate students participated in a controlled lab experiment and were randomly assigned to either a game-playing condition, a practice quiz condition, or a no-treatment control condition. The authors collected survey data and behavioral-tracking data recorded by the server during gameplay. The results showed that students who played the digital game reported highest task immersion but not sense of control. Students in the game condition also performed significantly better in conceptual understanding compared to students who solved a practice quiz and the control group. Gameplay behavioral-tracking data was used to examine the effects of visual manipulation and feedback on conceptual understanding.

scholarly journals Shocking advantage! Improving digital game performance using non-invasive brain stimulation

2021 ◽  
Vol 148 ◽  
pp. 102582
Author(s):  
Maximilian A. Friehs ◽  
Martin Dechant ◽  
Sarah Vedress ◽  
Christian Frings ◽  
Regan L. Mandryk
Keyword(s):  
Brain Stimulation ◽  
Digital Game ◽  
Non Invasive ◽  
Game Performance

Using partial knowledge to inform the creation of learning progressions

2021 ◽  
pp. 000494412110374
Author(s):  
Joan Burfitt
Keyword(s):  
Secondary Students ◽  
Conceptual Understanding ◽  
Rasch Analysis ◽  
Mathematics Assessment ◽  
Learning Activities ◽  
Learning Progressions ◽  
Partial Knowledge ◽  
Partial Credit ◽  
Logical Order ◽  
To Receive

The aim of this study was to show that some of the errors made by students when responding to mathematics assessment items can indicate progress in the development of conceptual understanding. By granting partial credit for specific incorrect responses by early secondary students, estimates of the difficulty of demonstrating full and partial knowledge of skills associated with the development of proportional reasoning were determined using Rasch analysis. The errors were confirmed as indicators of progress, and hence partial knowledge, when the thresholds of achievement followed a logical order: The greater the proficiency of the students, the more likely they were to receive a higher score. Consideration of this partial knowledge can enhance the descriptions of the likely behaviours of students at the various levels of learning progressions and this can be informative for teachers in their planning of learning activities.

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