Integrating Educational Board Game in Chinese Learning Environment to Enhance Students' Learning Performance and Flow Experience

2022 ◽  
pp. 1265-1279
Author(s):  
Ju May Wen ◽  
ChunHung Lin ◽  
Eric Zhi Feng Liu
Keyword(s):  
Undergraduate Students ◽  
Learning Motivation ◽  
Learning Performance ◽  
Flow Experience ◽  
Board Game ◽  
Learning Gap ◽  
Medium Level ◽  
Chinese Learning ◽  
High Level ◽  
Level Group

Game-based learning is a wide-used learning way in recent years. Many research have showed that educational board games cause a positive effect on students' learning motivation. Therefore, the purpose of this study is to investigate the effect of educational board game on students' Chinese learning performance, flow experience, and learning motivation. Nineteen undergraduate students participated in this study. The outcomes indicated that the integration of educational board game into Chinese learning could maintain and arouse students' learning. Also, the study showed that game-based Chinese learning activities could significantly improve students' learning performance and narrow the learning gap between high-level group students and medium-level group students.

Integrating Educational Board Game in Chinese Learning Environment to Enhance Students' Learning Performance and Flow Experience

2019 ◽  
Vol 9 (4) ◽  
pp. 31-43
Author(s):  
Ju May Wen ◽  
ChunHung Lin ◽  
Eric Zhi Feng Liu
Keyword(s):  
Undergraduate Students ◽  
Learning Motivation ◽  
Learning Performance ◽  
Flow Experience ◽  
Board Game ◽  
Learning Gap ◽  
Medium Level ◽  
Chinese Learning ◽  
High Level ◽  
Level Group

Game-based learning is a wide-used learning way in recent years. Many research have showed that educational board games cause a positive effect on students' learning motivation. Therefore, the purpose of this study is to investigate the effect of educational board game on students' Chinese learning performance, flow experience, and learning motivation. Nineteen undergraduate students participated in this study. The outcomes indicated that the integration of educational board game into Chinese learning could maintain and arouse students' learning. Also, the study showed that game-based Chinese learning activities could significantly improve students' learning performance and narrow the learning gap between high-level group students and medium-level group students.

scholarly journals The Relationship Between Academic Procrastination and Parenting Styles Among Jordanian Undergraduate University Students

2016 ◽  
Vol 9 (1) ◽  
pp. 25-34 ◽  
Author(s):  
Ahmad M. Mahasneh ◽  
Omar T. Bataineh ◽  
Zohair H. Al-Zoubi
Keyword(s):  
Undergraduate Students ◽  
Parenting Styles ◽  
Academic Procrastination ◽  
Male And Female ◽  
Undergraduate University Students ◽  
Medium Level ◽  
High Level ◽  
Hashemite University ◽  
The Relationship ◽  
Academic Year

This study aims to identify the level of academic procrastination among a group of students and its correlation with parenting styles. A sample of 685 male and female undergraduate students was chosen from many different faculties at the Hashemite University. Two questionnaires; academic procrastination and parenting styles, were administrated to members of the sample during the academic year 2013/2014. Results indicated that few students (7%) showed a high level of academic procrastination, over half of the students (67%) showed a medium level and approximately a quarter of students (26%) showed a low level of academic procrastination, there was no significant differences between male and female in academic procrastination scores. Final results indicated a significant positive correlation between academic procrastination and parenting styles.

scholarly journals Educational Board Game and Flashcard: Which one is better for learners at beginner level of Chinese language?

2020 ◽  
Vol 7 (4) ◽  
pp. 89-104
Author(s):  
Ju-May Wen ◽  
Hai Dung Do ◽  
Eric Zhi-Feng Liu ◽  
Chun-Hung Lin ◽  
Shihping Kevin Huang
Keyword(s):  
Learning Outcomes ◽  
Empirical Research ◽  
Chinese Language ◽  
Higher Learning ◽  
Learning Motivation ◽  
Flow Experience ◽  
Board Game ◽  
Board Games

The purpose of this study is to compare the impacts of flashcard and board games on the learning motivation, flow experience, and learning outcomes of learners of Chinese language. The subjects of this research were 34 learners who took beginner Chinese courses. Empirical research found out that both flashcard and board games have positively significant effects on learners’ learning motivation, flow experience and learning outcomes. In which, learners in the board game group have significantly higher learning outcomes than those in the flashcards group. However, the learning motivation and flow experience of the flashcard group are significantly higher than that of the educational board game group.

scholarly journals Communication Skills among Undergraduate Students at Al-Quds University

2020 ◽  
Vol 10 (6) ◽  
pp. 136
Author(s):  
Suheir Suliman Sabbah ◽  
Fadwa Hallabieh ◽  
Ola Hussein
Keyword(s):  
University Students ◽  
Communication Skills ◽  
Undergraduate Students ◽  
Three Dimensions ◽  
Listening Skill ◽  
Medium Level ◽  
Speaking Skill ◽  
High Level ◽  
Academic Year

This study aimed to investigate the communication skills among undergraduate students at Al-Quds University. The researcher obtained responses from (193) undergraduate students enrolled in B.A. program. The researcher used the questionnaire of Hamidat (2007) which composed of (32) statements divided into four areas: listening skill, speaking skill, the skill of understanding others, and controlling emotions skill. The results revealed that university students have achieved a high level of communication skills in three dimensions (listening, speaking, and understanding others). It also showed a medium level in controlling emotions. Moreover, the results showed that there were no significant differences in the level of communication skills according to gender, faculty, or academic year.

scholarly journals Understanding the effect of aim in life and lonelıness level on attendance to lesson among Azerbaijanı And Turkmenıstanıan undergraduate students

2018 ◽  
Vol 15 (4) ◽  
pp. 2674
Author(s):  
Hafız Bek
Keyword(s):  
Undergraduate Students ◽  
Significant Relationship ◽  
Significant Positive Correlation ◽  
Descriptive Study ◽  
Descriptive Statistics ◽  
Regression Coefficients ◽  
Significant Relation ◽  
Medium Level ◽  
High Level ◽  
The Relationship

This descriptive study is aimed to investigate the relationship between Azerbaijani and Turkmenistanian undergraduate students’ attendance to lesson, their aim in life and loneliness level. A total of 145 students -105 males and 40 females- who were selected by sampling from Turkmenistanian and Azerbaijani students enrolled Uşak University participated in the research voluntarily. According to the results of the descriptive statistics about the variables of the students in the study, when the arithmetic averages are examined, it is seen that they participate to the lessons at a high level. Besides, it is understood that aim in life and loneliness levels of these undergraduate students are medium-level. There is a significant positive correlation between aim in life and attendance to lesson. When the relationship between loneliness level and aim in life is examined, it is observed that there is a negative low level and insignificant relation statistically. When the relationship between attendance to lesson and loneliness level is examined, it is observed that there is a high significant relationship in the negative direction. There is no significant relation among attendance to lesson with aim in life and loneliness level. When the results of the t-test on the significance of the regression coefficients are examined, it is seen that both variables are predictive of attendance to lesson

Visual Complexity Online and Its Impact on Children's Aesthetic Preferences and Learning Motivation

2018 ◽  
Vol 2 (2) ◽  
pp. 59-74
Author(s):  
Hsiu-Feng Wang ◽  
Julian Bowerman
Keyword(s):  
Informal Education ◽  
Visual Complexity ◽  
Learning Motivation ◽  
Low Level ◽  
The Past ◽  
Children’S Learning ◽  
Medium Level ◽  
High Level ◽  
The Relationship ◽  
Children's Learning

In the past, when most computers were workplace tools, researchers in the field of HCI predominately focused on practical aspects of computing, such as usability and efficiency. Now, with more and more computer technologies entering the home and other areas of life, such as schooling and informal education, an increasing number of researchers are exploring subjective issues related to computing. This research explored the relationship between visual complexity, aesthetics and learning motivation with respect to children's learning websites. It took the form of an experiment involving children aged 10 to 11 years-old viewing homepages designed for them. In the experiment, the children were divided into three groups. One group was shown homepages of a low level of visual complexity, another group was shown homepages of a medium level of visual complexity and another group was shown homepages of a high level of visual complexity. At the end of the experiment, the children were asked questions about the homepages; the questions were on the topics of aesthetics and motivation. In addition to exploring the relationship between visual complexity, aesthetics and learning motivation, the research tested Berylne's theory of preference: a theory that purports that people prefer medium level stimuli to high or low-level stimuli. The results of the experiment showed that children preferred aesthetics of a medium level of visual complexity, Berlyne's theory was thus supported. The results also revealed that aesthetic preference and learning motivation were correlated. These findings have implications for designers of children's learning websites as they suggest that by manipulating visual complexity, a user's viewing pleasure can be enhanced or depreciated.

The Effect of Bilingualism Level on Creative Performance during Preadolescent Period

2019 ◽  
Vol 22 ◽  
Author(s):  
Agurne Sampedro ◽  
Javier Peña
Keyword(s):  
Basque Country ◽  
Fifth Grade ◽  
School Grade ◽  
Verbal Creativity ◽  
High Level Group ◽  
Medium Level ◽  
The One ◽  
High Level ◽  
Linguistic Proficiency ◽  
Level Group

AbstractThe purpose of this study was to examine differences in the performance of creativity tasks regarding different levels of bilingualism and school grade. The sample consisted of 224 preadolescent children from fifth and sixth grades resident in the Basque Country (Spain). Evaluation included verbal and figural creativity tasks, and a linguistic proficiency questionnaire. The sample was divided into three groups depending on the bilingualism level (low, medium, and high). Results showed on the one hand, a better performance in figural creativity in the high-level group compared to medium and low-level groups, F(2, 218) = 7.22, p = .001, Ƞ2p = .062. On the other hand, the high-level group performed better in verbal creativity compared to the medium level group, F(2, 218) = 4.22, p = .016, Ƞ2p = .037. Differences in creativity between the three levels of bilingualism were different depending on the school grade. Moreover, children from fifth grade had better results in figural creativity tasks, F(1, 218) = 6.75, p = .010, Ƞ2p = .030. These results suggest that level of bilingualism is related to performance in creativity, and concretely, that a high level of bilingualism is associated with a greater creativity, while a medium level of bilingualism is related to a worse creativity performance. These are relevant results for the educational field that point out the importance of acquiring good competence in both languages.

ENERGY REQUIREMENTS FOR WINTERING MATURE PREGNANT BEEF COWS

1969 ◽  
Vol 49 (3) ◽  
pp. 323-330 ◽  
Author(s):  
R. Hironaka ◽  
H. F. Peters
Keyword(s):  
Low Temperatures ◽  
Energy Requirement ◽  
Energy Requirements ◽  
Grazing Season ◽  
Mild Winter ◽  
Low Level ◽  
Medium Level ◽  
High Level ◽  
High Winds ◽  
Level Group

Experiments to determine the energy requirement of cows maintained on shortgrass range during the grazing season were conducted in three successive winters. Mature pregnant cows fed a high level (17,000 to 19,000 kcal per day) of digestible energy (DE) gained 33 kg during a mild winter, maintained their weight during a second winter of frequent high winds combined with low temperatures, and lost 16 kg in a third winter. On a medium level of DE intake (about 80% of high level) the cows gained 14 kg in a mild winter but lost 8 kg and 32 kg in a second and third winter. Cows fed a low level (about 60% of the high level) of DE lost 12 kg weight, several died, and some very thin ones were unable to stand even in the mild winter. During the second winter, all of the cows in the low-level group, several in the medium-level group, and a few in the high-level group were removed from the experiment because of their thin condition. Frequent combination of low temperatures and high winds appear to have contributed to higher energy requirements in the second and third winters than in the first winter.Level of nutrition of the dams did not affect average birth weights of calves. Calves from cows fed on the high levels of DE gained more to weaning than calves from cows on the low level of DE. The cows on the low level of DE in winter gained more weight in summer than those on the medium or high level of DE. The extra feed required to restore body weight of cows on the low level of DE apparently reduced the amount available for milk production and thus the weight gain of the calves.The NRC level of 18,000 kcal DE per day appeared to be suitable for wintering mature pregnant cows that are kept on the shortgrass plains during the grazing season.

“Think of the Children!”

2019 ◽  
pp. 235-254
Author(s):  
Hsiu-Feng Wang
Keyword(s):  
Visual Complexity ◽  
Learning Motivation ◽  
Older Children ◽  
Aesthetic Preference ◽  
Low Level ◽  
Visual Aesthetics ◽  
Age Related ◽  
Medium Level ◽  
High Level ◽  
Different Levels

This experiment examined children's visual aesthetics and learning motivation with regard to websites. It applied Berlyne's theory of aesthetic preference to these websites. The experiment explored the relations between visual complexity, visual aesthetics, learning motivation, and children's age, and their effect on websites. A total of 150 children between 10 and 12 years old were involved. The children were asked to rate websites of different levels of perceived visual complexity in terms of visual aesthetic and learning motivation. The results showed that the children preferred websites that displayed a medium level of perceived visual complexity to those that displayed a high or low level of perceived visual complexity. Thus, the results supported Berlyne's theory. However, when aesthetic preference was analyzed with respect to age-related differences, it was found that older children preferred a medium level of perceived visual complexity and younger children preferred a high level of perceived visual complexity.

scholarly journals Using Technology-Mediated Board Game on Young Learners

2020 ◽  
Vol 5 (2) ◽  
pp. 136-148
Author(s):  
Niluh Putu Puri Palupi Sukenasa ◽  
Ju-Ling Shih ◽  
Herman Dwi Surjono
Keyword(s):  
Fruits And Vegetables ◽  
Vocabulary Learning ◽  
Learning Motivation ◽  
Learning Performance ◽  
Board Game ◽  
Learning Achievement ◽  
Board Games ◽  
Young Learners ◽  
Quasi Experimental ◽  
Learning English

Background: The use of games and technology for educational purposes can be an appropriate method of enhancing learning performance. Therefore, this study presents a technology-mediated board game and its related course to engage young learners in Indonesia for learning English vocabulary. The study investigated young learners' vocabulary learning performance and learning motivation as the effects of using technology-mediated board game in the course. Methodology: This study employed a quasi-experimental design involving 67 students of one urban and one rural primary school. The vocabularies of fruits and vegetables were implemented online in the game by using QR codes. The instructional practices are to improve students' learning achievement and to find out students' learning motivation. The pre-test, post-test, and Keller's ARCS motivation model were conducted to analyze the effectiveness of technology-mediated board game for learning English vocabulary. Findings: The main finding indicated that technology-mediated board games could improve students' English vocabulary learning achievement. Moreover, the use of technology-mediated board games encouraged young learners to have strong learning motivation. On the other hand, the game could promote students to have a concept in gardening that can be encounter in their daily life. Conclusion: These findings imply that technology-mediated board game becomes an effective way of teaching English vocabulary to young learners in Indonesia.

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