یادگیری مبتنی بر بازی موبایل در آموزش متوسطه
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یادگیری مبتنی بر بازی موبایل در آموزش متوسطه

عنوان فارسی مقاله: یادگیری مبتنی بر بازی موبایل در آموزش متوسطه: غوطه وری دانش آموزان، فعالیت های بازی، عملکرد تیم و نتایج یادگیری
عنوان انگلیسی مقاله: Mobile game-based learning in secondary education: Students’ immersion, game activities, team performance and learning outcomes
مجله/کنفرانس: نقش کامپیوتر در رفتار انسان – Computers in Human Behavior
رشته های تحصیلی مرتبط: مدیریت، علوم تربیتی
گرایش های تحصیلی مرتبط: مدیریت دانش، تکنولوژی آموزشی
کلمات کلیدی فارسی: یادگیری مبتنی بر بازی موبایل، فعالیت های بازی، پیامدهای یادگیری، آموزش متوسطه
کلمات کلیدی انگلیسی: Mobile game-based learning، Game activities، Learning outcomes، Secondary education
نوع نگارش مقاله: مقاله پژوهشی (Research Article)
نمایه: Scopus – Master Journals List – JCR
شناسه دیجیتال (DOI): https://doi.org/10.1016/j.chb.2019.05.020
دانشگاه: Amsterdam University of Applied Sciences, Netherlands
ناشر: الزویر - Elsevier
نوع ارائه مقاله: ژورنال
نوع مقاله: ISI
سال انتشار مقاله: 2019
ایمپکت فاکتور: 5.876 در سال 2018
شاخص H_index: 137 در سال 2019
شاخص SJR: 1.711 در سال 2018
شناسه ISSN: 0747-5632
شاخص Quartile (چارک): Q1 در سال 2018
فرمت مقاله انگلیسی: PDF
تعداد صفحات مقاله انگلیسی: 7
وضعیت ترجمه: ترجمه نشده است
قیمت مقاله انگلیسی: رایگان
آیا این مقاله بیس است: بله
آیا این مقاله مدل مفهومی دارد: دارد
آیا این مقاله پرسشنامه دارد: دارد
آیا این مقاله متغیر دارد: دارد
کد محصول: E13642
رفرنس: دارای رفرنس در داخل متن و انتهای مقاله
فهرست انگلیسی مطالب

Abstract


1. Introduction


2. Mobile game-based learning


3. The case: NoCredit, GameOver!®


4. Materials and methods


5. Results


6. Discussion


References

نمونه متن انگلیسی مقاله

Abstract


Studies on game-based learning show positive effects, but insights into the relationship between students’ game activities and the outcomes of these activities are lacking. In this study of the game “NoCredit, GameOver!®” (NCGO), students’ game activities are explored and related to their learning outcomes and performance in the game. Secondary school students used tablets to access virtual information about having debts and to perform tasks in an urban environment. Data were gathered from 181 students who completed questionnaires concerning their game activities in a team, immersion into the game and character assigned to them, and learning outcomes. The extent to which students empathized with the game characters appeared be negatively related to their interest in and knowledge of the subject. In addition, perceived content authenticity was negatively related with students’ spending money wisely. Searching the internet with a team was positively related to students’ selfreported spending money wisely. Visiting organizations, which was one of the scheduled game activities, showed a positive relationship with team game performance. Implications for teaching with games and future research are suggested.


Introduction


Educational practices with mobile learning and game-based learning show positive effects on students’ learning achievements, motivation for learning in school and interest in the subject matter that they learn in school (Abdul Jabbar & Felicia, 2015; Furió, Juan, Seguí, & Vivó, ۲۰۱۵; So & Seo, 2018; Sung, Chang, & Liu, 2016; Wilson et al., 2009; Wouters, Van Nimwegen, Van Oostendorp, & Van der Spek, 2013). Mobile learning in schools is mostly applied in environmental education or out-of-class schooling (Chiang et al., 2015). This type of learning with mobile devices with wireless network connections, cameras, RFID readers and GPS (Jeng, Wu, Haung, Tan, & Yang, 2010) expands learning with games from the screen to learning in a mixedreality environment using urban spaces as a game board. These types of games are called mobile location-based games or urban games when they are played in an urban environment (De Souza e Silva & Hjorth, 2009). Enabled by technological developments, new possibilities for teaching with mobile games are emerging. However, much information remains to be discovered regarding the processes by which mobile game-based learning cause positive effects (Iten & Petko, 2016). Insights into the relationship between students’ activities during a mobile game and the outcomes of these activities still need to be developed. The current case study in secondary education explores students’ game activities in a location-based game and examines how these activities are related to students’ learning outcomes and their game performance.

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