scholarly journals Effects of digital game-based learning on achievement, flow and overall cognitive load

2018 ◽  
Vol 34 (4) ◽  
Author(s):  
Chi-Cheng Chang ◽  
Clyde A Warden ◽  
Chaoyun Liang ◽  
Guan-You Lin
Keyword(s):  
College Students ◽  
Cognitive Load ◽  
Cognitive Theory ◽  
Control Group ◽  
Digital Game ◽  
Game Based Learning ◽  
Learning Achievement ◽  
Computer Based Learning ◽  
Computer Based ◽  
Experimental Group

The purpose of this study was to examine differences in learning achievement, flow, and overall cognitive load between digital game-based learning (DGBL) and traditional computer-based learning (CBL). This study was conducted with 103 Taiwan college students: 50 college students in the experimental group used DGBL; 53 students in the control group used CBL. Results show the DGBL participants displayed significantly better learning achievement, flow, and lower cognitive load compared to the CBL participants. Learning achievement and flow exhibit a positive correlation, while negatively correlating with overall cognitive load. These results align with the existing research concepts of flow theory, cognitive theory of multimedia learning, and cognitive load theory.

Designing and Evaluating Digital Game-Based Learning with the ARCS Motivation Model, Humor, and Animation

2015 ◽  
Vol 11 (2) ◽  
pp. 80-95 ◽  
Author(s):  
Lai-Chung Lee ◽  
Kuang-Chung Hao
Keyword(s):  
Natural Science ◽  
Multimedia Applications ◽  
Learning Motivation ◽  
Control Group ◽  
Learning Effectiveness ◽  
Digital Game ◽  
Game Based Learning ◽  
Teaching Materials ◽  
Motivation Model ◽  
Experimental Group

Multimedia teaching applications have been widely utilized in various subjects. The presentation of teaching materials with animations and games helps to stimulate the visual sense and enhance the learning motivation of learners. Successful learning, however, requires the stimulation of learning motivation that can inspire learners to achieve the desired learning objectives. This study combines the ARCS (Attention, Relevance, Confidence, Satisfaction) motivation model, and humor to design a set of multimedia applications that include teaching animations and games for sixth graders' natural science and technology course, called the Cat's Cradle Multimedia Learning System (CCMLS). The scenario stories of anthropomorphic characters introduce four units of natural science: levers, axles, pulleys and gears. Additionally, games are designed to impress learners even more. After the applications were prepared, tests for learning effectiveness, learning motivation and perceived fun associated with teaching materials were conducted with 106 students at the Qishan Elementary School in Kaohsiung. The experimental group used CCMLS, while the control group used videos of the textbook as the applications. A pre-test and post-test, ARCS Learning Motivation Questionnaire, Smileyometer and interviews were conducted with both groups. According to the statistical analysis, significance was detected in regard to learning effectiveness between the experimental group and the control group. Significance was also found in ARCS learning motivation and perceived fun of teaching materials. Moreover, there is a significant positive correlation between the perceived fun related to the teaching materials and learning motivation. The contribution of this study lies in the proposal of the digital game-based learning (DGBL) from the design perspective: to enhance students' learning motivation and use willingness regarding the teaching materials of the drama and the cartoon characters in humorous dialogues. The proper sound and light effects and examples that are close to daily life will also be taken into consideration in the design of the multimedia applications.

scholarly journals EFEKTIVITAS PEMBELAJARAN MODEL ALLAN G. BLUMAN DALAM PENINGKATAN PEMAHAMAN KONSEP MATEMATIKA MAHASISWA

2015 ◽  
Author(s):  
Bambang Priyo Darminto
Keyword(s):  
Experimental Study ◽  
Interactive Multimedia ◽  
Control Group ◽  
Mathematical Concepts ◽  
Control Group Design ◽  
Group Design ◽  
Computer Based Learning ◽  
Mathematical Problems ◽  
Computer Based ◽  
Experimental Group

Abstract: The Effectiveness of Allan B. Bluman’s Learning Model in the Improvement of Students’ Understanding of Mathematical Concepts. Understanding ma- thematical concepts is one of the important academic aspects. This study aims to improve students’ skills in connecting, communicating and applying mathematical concepts to solve mathematical problems in everyday life. This was an experimental study using the pretest-posttest control group design. The sample consisted of 77 students. The control group learned through the expository method, whereas the experimental group learned through a step by step approach using an interactive multimedia application program of Allan G. Bluman’s model. The results showed that the gain of the experimental group was significantly higher than that of the control group. It can be concluded that the computer-based learning based on Allan G. Bluman’s model enhances the understanding of mathematical concepts. Keywords: mathematical concepts, academic aspect, step by step approach, interactive multimedia, Allan G. Bluman’s model

scholarly journals The Effect of Digital Game-Based Learning on Learning Motivation and Performance Under Social Cognitive Theory and Entrepreneurial Thinking

2021 ◽  
Vol 12 ◽  
Author(s):  
Chia-Chen Chen ◽  
Hsing-Ying Tu
Keyword(s):  
Social Support ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Emotional State ◽  
Learning Motivation ◽  
Learning Performance ◽  
Digital Game ◽  
Game Based Learning ◽  
Experimental Group

This study aims to investigate the effects of students’ learning motivation and learning performance in a digital game-based learning setting and the structure of competition. This study uses Social Cognitive Theory, which emphasizes the bidirectional effects between personal factors, environmental factors, and behavior. We use the emotional state as the personal factor, social support as the environmental factor, learning performance as behavior. We also use self-efficacy and learning motivation as the mediating factors in the model. Data samples were collected from approximately 600 students in junior high schools in Taiwan. The students learned via either application or conventional lectures in three groups. The Control Group (CG) learned the course through a conventional learning approach. The Experimental group 1 (EG1) learned by a digital game, while Experimental Group 2 (EG2) learned through the digital game in combination with a structure that involved competing and entrepreneurship with classmates. The result of this research shows that the emotional state negatively affects learning motivation and self-efficacy, that self-efficacy will positively affect learning motivation, social support will positively affect self-efficacy, and self-efficacy and learning motivation will both positively affect learning performance. In addition, this research certifies previous works that entrepreneurs prefer to be more aggressive in competitions, have a high demand for accomplishment motivation, and are more likely to facilitate competitive over non-competitive environments.

scholarly journals The Impact of Game-Based, Modeling, and Collaborative Learning Methods on the Achievements, Motivations, and Visual Mathematical Literacy Perceptions

SAGE Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 215824402110035
Author(s):  
Aziz İlhan
Keyword(s):  
Collaborative Learning ◽  
Control Group ◽  
Conventional Instruction ◽  
Game Based Learning ◽  
Mathematical Literacy ◽  
Learning Methods ◽  
Learning Groups ◽  
The Mean ◽  
The Impact ◽  
Experimental Group

The present study aimed to investigate the effects of geometry instruction activities conducted in nature based on modeling, game-based, and cooperative learning methods on achievement, mathematical motivation, and visual mathematical literacy perceptions of third-grade elementary school students. The present study is a quantitative study conducted with a pre-test/post-test experimental design with a control group. The study was conducted with 61 students (35 students in the experimental group and 26 students in the control group). Modeling-, game-, and collaborative learning-based activities were conducted with the students in the experimental group. It was determined that the achievements of students who were instructed with modeling-based activities in geometry were high when compared to that of the students instructed with collaborative learning- and game-based methods, and those in the control group where no intervention was applied. This group was followed by the game-based and collaborative learning groups. Based on the variable of motivation, the mean motivation of the students in the modeling group was higher when compared to that of the students in the collaborative learning, game-based, and conventional instruction groups. This group was followed by the collaborative and game-based learning groups. Also, based on the visual mathematical literacy perception variable, the mean visual mathematics literacy perception of the students in the collaborative learning group was higher when compared to that of the students in the groups where the modeling, game-based, and conventional instruction methods were used. This group was followed by the modeling and game-based learning groups.

scholarly journals Effect of Flipped Teaching on Cognitive Load Level with Mobile Devices: The Case of a Graphic Design Course

2021 ◽  
Vol 13 (13) ◽  
pp. 7092
Author(s):  
Yi-Chieh Chen ◽  
Kuo-Kuang Fan ◽  
Kwo-Ting Fang
Keyword(s):  
Cognitive Load ◽  
Mobile Devices ◽  
Teaching Strategy ◽  
Group Interaction ◽  
Private University ◽  
Load Level ◽  
Control Group ◽  
Quasi Experimental ◽  
Group Interviews ◽  
Experimental Group

Due to the emergence of computer education, AI education, the Internet of Things, big data, and technological wisdom, it is easy for students to be distracted when engaged in traditional education. Flipped teaching is a teaching strategy frequently used in colleges and universities. The focus of this research was conducted by a comparative analysis of the cognitive load between the experimental group and the control group through a quasi-experimental design for research with different learning methods and different classes. More specifically, flipped teaching was carried out with an experimental group, and traditional teaching a control group; they were observed at the same time, and 213 private university students participated in the experiment. The research proposes a practice of mixed teaching, carried out in a group communication behavior system, and enhancing the spirit of group interaction and learning through mobile devices. The core value of the research lies in (1) online learning, (2) group interaction, and (3) the learning load of the conceptual model. In addition, focus group interviews were used to provide feedback on participants’ cognition and emotions. The results indicate that there were differences in cognitive load between the two classes.

scholarly journals The Differentiate Effect of Self-Efficacy, Motivation, and Satisfaction on Pre-Service Teacher Students’ Learning Achievement in a Flipped Classroom: A Case of a Modern Educational Technology Course

2021 ◽  
Vol 13 (5) ◽  
pp. 2888
Author(s):  
Li Zhao ◽  
Xiaohong Liu ◽  
Yu-Sheng Su
Keyword(s):  
Educational Technology ◽  
Self Efficacy ◽  
Flipped Classroom ◽  
Learning Motivation ◽  
Control Group ◽  
Learning Achievement ◽  
Learning Satisfaction ◽  
Teacher Students ◽  
Pre Service Teacher ◽  
Experimental Group

To analyze how variability changes over time can enhance the understanding of how learners’ self-efficacy, motivation, and satisfaction is controlled and why differences might exist among groups of individuals. Therefore, this study compared the effect of variability on pre-service teacher students in the flipped classroom approach with a course named modern educational technology (MET). In total, 77 students in two groups participated in this study. Learners in the experimental group received the flipped classroom treatment. Learners in the control group received the traditional lecture-centered instructional approach. The learning outcomes were evaluated by practice assignment, transfer assignment, and student perception survey. The survey includes the evaluation of learning satisfaction, self-efficacy, and learning motivation. Pre-test and post-test were conducted by the two groups. The data analysis results applied analysis of variance (ANOVA) or analysis of covariance (ANCOVA) and revealed that the experimental group displayed a better learning achievement than the control group. The experimental group participants’ perception also showed variability (i.e., learning satisfaction, self-efficacy, and learning motivation) was better than the control group. Considering the overall study results, the flipped classroom model can be applied in the pre-service teacher students’ modern educational technology course.

Influence of Tobacco on Physical Fitness Recovery of College Students After Sports

2021 ◽  
Vol 7 (5) ◽  
pp. 3445-3451
Author(s):  
Chen Yake
Keyword(s):  
College Students ◽  
Physical Fitness ◽  
Aerobic Exercise ◽  
Negative Impact ◽  
Control Group ◽  
Exercise Time ◽  
Activity Intensity ◽  
Group I ◽  
The Difference ◽  
Experimental Group

Objectives: In this paper, the effects of tobacco on aerobic exercise ability and physical fitness recovery of college students were studied. Methods: University group sports intervention form: traditional characteristic project (basketball) + Taiji soft ball (R&D intervention project). Exercise time: 3 times/week; Activity duration: 30min; Activity intensity: the heart rate is controlled at 120-140 beats/min. All the college students in the experimental group are students who have never smoked, and the college students in the control group are students who have smoked for more than two years. The other conditions are the same. Results: The exercise time and endurance of experimental groups I and II were significantly lower than those of the control group, and the cardiopulmonary function was significantly lower than that of the control group. The indexes of experimental group II changed significantly compared with experimental group I, and the difference was statistically significant. Conclusion: Cigarette smoke can significantly reduce the aerobic exercise ability and anti fatigue ability. The longer the smoking time, the more serious the adverse effects. Therefore, tobacco smoke and nicotine will damage college students’ aerobic exercise ability and have a negative impact on the recovery of physical fitness after exercise.

scholarly journals A Study of Stress Reduction Through PMR and Talk therapy Among College Students

2020 ◽  
pp. 314-320
Author(s):  
Nikhil Chaudhary ◽  
Dr. Tarun Kumar Sharma
Keyword(s):  
College Students ◽  
Stress Reduction ◽  
High Reliability ◽  
Control Group ◽  
Stressful Situation ◽  
Intervention Programme ◽  
Stress Scale ◽  
Talk Therapy ◽  
Significant Difference ◽  
Experimental Group

Stress refers to the situation of excess or deficit of one’s resources in certain circumstances. The state of stress is very much common among students, especially college going students who had to deal with numerous stressors in their daily lives. To conquer such stressful situation, counseling and its related intervention programme plays a vital role. Counseling refers to a systematic and professional relationship between a professional (Counselor or Psychologist) and a sufferer (Client) in which several techniques are collectively applied to resolve client’s stressful issues. The aim of this research is to study the level of stress reduction with the help of PMR and Talk therapy among college students. A standardized stress scale namely ‘Perceived Stress Scale’ develop by Sheldon Cohen which is possessing high reliability and validity was conducted on 60 college students. Out of them, 30 students were in control and 30 were in experimental group. Furthermore, it was found that students belonging to experimental group were given a proper counseling programme of 5 sessions including PMR and Talk therapy and this result in significant difference at 0.01 level and ultimately leads to reduced stress level as compared to control group. It was found that there is a there is a positive relationship between PMR & Talk therapy and stress reduction of college students.

scholarly journals The Effectiveness of a Computer Program Based on Photoshop in Design and Decoration and Its Impact on Emotional Intelligence Among Children Aged (11-17 Years) At Jazan Region, Kingdom Saudi Arabia

2021 ◽  
pp. 670-690
Author(s):  
Mahasin Gad Alla Mohamed ◽  
Khalida Mohammed Mahmoud ◽  
Abeer Amir Bashir
Keyword(s):  
Emotional Intelligence ◽  
Univariate Analysis ◽  
Control Group ◽  
Age Group ◽  
Intelligence Scale ◽  
Average Performance ◽  
Stratification Method ◽  
Quasi Experimental ◽  
Computer Based ◽  
Experimental Group

The aim of the research was to investigate the effectiveness of a computer based on photoshop in design and decoration and its impact on emotional intelligence among children in the age group (11-17 years). To achieve the research objectives, the researchers chose the quasi-experimental design with equal groups, the control group and the experimental group. The sample size was (44) students, (14) males and (30) females, who were chosen by random stratification method from the middle and high school levels in Jazan region in the age group (11-17). They were distributed into two equal groups (22) students for each of the control and experimental group. The researchers used the Bar-On scale for emotional intelligence in addition to the training program. The Statistical Package for Social Sciences (SPSS) program was used for analyzing data. The two-tailed T-Test was chosen to detect the differences between the binary groups and the univariate analysis. Variation: to detect differences between the interaction groups and the post-LSD test to determine the direction of the differences between groups of variable interaction (group x application). The research reached the following results: there are statistically significant differences in the average scores of children of age (11-17 years) on the emotional intelligence scale pre and post the application of the program, and there are statistically significant differences in the average performance of the experimental group on the emotional intelligence scale due to gender, and there are significant differences statistical differences in the average performance of the experimental group on the emotional intelligence scale due to age, and there are statistically significant differences in the average scores of 11-17 year old children on the emotional intelligence scale between the groups of variables of program application and type of education.

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