بهبود دستورالعمل ها در بازی های کامپیوتری آموزشی
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بهبود دستورالعمل ها در بازی های کامپیوتری آموزشی

عنوان فارسی مقاله: بهبود دستورالعمل ها در بازی های کامپیوتری آموزشی: بررسی رابطه بین مشخصه هدف، تجربه جریان و نتایج یادگیری
عنوان انگلیسی مقاله: Improving instructions in educational computer games: Exploring the relations between goal specificity, flow experience and learning outcomes
مجله/کنفرانس: کامپیوترها در رفتار انسان - Computers in Human Behavior
رشته های تحصیلی مرتبط: علوم تربیتی
گرایش های تحصیلی مرتبط: تکنولوژی آموزشی
کلمات کلیدی فارسی: رسانه در آموزش و پرورش، بازی کامپیوتری آموزشی، یادگیری مبتنی بر بازی های دیجیتال، دستورالعمل، اثر خاصیت هدف، محیط یادگیری تعاملی
کلمات کلیدی انگلیسی: media in education، educational computer game، digital game-based learning، instructions، goal-specificity effect، interactive learning environments
نوع نگارش مقاله: مقاله پژوهشی (Research Article)
نمایه: Scopus - Master Journal List - JCR
شناسه دیجیتال (DOI): https://doi.org/10.1016/j.chb.2018.09.020
دانشگاه: Univ Rennes - LP3C (Laboratoire de Psychologie: Cognition Comportement Communication) - France
ناشر: الزویر - Elsevier
نوع ارائه مقاله: ژورنال
نوع مقاله: ISI
سال انتشار مقاله: 2019
ایمپکت فاکتور: 4/198 در سال 2017
شاخص H_index: 123 در سال 2019
شاخص SJR: 1/555 در سال 2017
شناسه ISSN: 0747-5632
شاخص Quartile (چارک): Q1 در سال 2017
فرمت مقاله انگلیسی: PDF
تعداد صفحات مقاله انگلیسی: 46
وضعیت ترجمه: ترجمه نشده است
قیمت مقاله انگلیسی: رایگان
آیا این مقاله بیس است: بله
کد محصول: E10705
فهرست انگلیسی مطالب

Abstract


1- Introduction


2- Method


3- Results


4- Discussion


5- Conclusion


References

نمونه متن انگلیسی مقاله

Abstract


We explored the relationship between goal specificity, flow experience and learning outcomes in educational computer games (ECGs). Our first aim was to analyze how goal specificity affects learning performances and reading activities in an ECG. Our second aim was to assess the effects of flow experience on learning with an ECG. Concerning our first aim, results indicated that a nonspecific goal, as opposed to one that is specifically defined in the task, enhances comprehension, but not memorization. It also affects reading strategies, leading to less scrolling back. Concerning our second aim, results highlighted a beneficial influence of flow experience on both memorization and comprehension. We did not observe any effect of goal specificity on flow experience. The results for goal specificity are discussed with respect to the dual space and cognitive load explanations. The relevance of using flow experience to assess motivation in ECGs is also addressed.


Introduction


Educational computer games (ECGs) are intended to promote learning while creating appealing experiences for learners. More specifically, their main purpose is to support digital game-based learning, which refers to competitive activities intended to bring about a substantial change in a learner’s knowledge or skills (Mayer, 2014a). Many authors have attempted to define ECGs (e.g., Clark & Mayer, 2008; Erhel & Jamet, 2015; Michael & Chen, 2006; Vogel et al., 2006; Wouters, van Nimwegen, van Oostendorp, & van der Spek, 2013). According to Prensky (2001), this medium can be seen as balancing serious learning and interactive entertainment. Mayer (2014a) proposed a more accurate definition, resting on five main characteristics: 1) games are rule based, in that they represent a simulated system based on causal rules that players can master; 2) games are responsive, in that they respond promptly and clearly to players’ actions; 3) games are challenging, in that they offer appropriate challenges, provide opportunities for successfully performing difficult tasks; 4) games are cumulative, in that they reflect the players’ previous actions and allow them to assess their progress toward goals; and 5) games are inviting, in that they are fun to play, interesting and appealing, thereby motivating players to keep on playing. Research on ECGs can be divided into three approaches (Mayer, 2014a): a cognitive consequence approach focusing on what is learned from playing computer games; a media comparison approach investigating whether people learn better when the game is on a computer rather than in a conventional medium (see Nimwegen, van Oostendorp, & van der Spek, 2013, for a review) and the added-value approach assessing how various features of a game can affect learning and motivation. Regarding the latter, ECGs contain game features that are used to motivate learners to engage in game playing, and instructional features that are intended to foster appropriate cognitive processes during game playing.

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