Abstract
This quasi-experimental study investigated the effects of enhancing digital game-based science learning with the predict-observe-explain (POE) inquiry scaffolds. One hundred twenty seventh-grade students were assigned to either an experimental group or a control group. The two groups of students played the same game, but the experimental group additionally followed a POE inquiry guide in the gameplay. Students’ in-game performance and inquiry behaviors were examined along with their conceptual understanding of the physics concepts addressed in the game. The findings suggested that the group that followed the POE guide performed significantly better in both conceptual understanding and game performance. The analysis of the two groups’ inquiry behavioral data revealed different learning pathways, which shed light on how the inquiry scaffolds helped students in GBL. The article ends with practical implications for implementing game-based science learning.
| Original language | English |
|---|---|
| Journal | Asia-Pacific Education Researcher |
| DOIs | |
| Publication status | Accepted/In press - 2019 Jan 1 |
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All Science Journal Classification (ASJC) codes
- Education
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Inquiry-Enhanced Digital Game-Based Learning : Effects on Secondary Students’ Conceptual Understanding in Science, Game Performance, and Behavioral Patterns. / Chen, Ching Huei; Huang, Kun; Liu, Jun Han.
In: Asia-Pacific Education Researcher, 01.01.2019.Research output: Contribution to journal › Article
TY - JOUR
T1 - Inquiry-Enhanced Digital Game-Based Learning
T2 - Effects on Secondary Students’ Conceptual Understanding in Science, Game Performance, and Behavioral Patterns
AU - Chen, Ching Huei
AU - Huang, Kun
AU - Liu, Jun Han
PY - 2019/1/1
Y1 - 2019/1/1
N2 - This quasi-experimental study investigated the effects of enhancing digital game-based science learning with the predict-observe-explain (POE) inquiry scaffolds. One hundred twenty seventh-grade students were assigned to either an experimental group or a control group. The two groups of students played the same game, but the experimental group additionally followed a POE inquiry guide in the gameplay. Students’ in-game performance and inquiry behaviors were examined along with their conceptual understanding of the physics concepts addressed in the game. The findings suggested that the group that followed the POE guide performed significantly better in both conceptual understanding and game performance. The analysis of the two groups’ inquiry behavioral data revealed different learning pathways, which shed light on how the inquiry scaffolds helped students in GBL. The article ends with practical implications for implementing game-based science learning.
AB - This quasi-experimental study investigated the effects of enhancing digital game-based science learning with the predict-observe-explain (POE) inquiry scaffolds. One hundred twenty seventh-grade students were assigned to either an experimental group or a control group. The two groups of students played the same game, but the experimental group additionally followed a POE inquiry guide in the gameplay. Students’ in-game performance and inquiry behaviors were examined along with their conceptual understanding of the physics concepts addressed in the game. The findings suggested that the group that followed the POE guide performed significantly better in both conceptual understanding and game performance. The analysis of the two groups’ inquiry behavioral data revealed different learning pathways, which shed light on how the inquiry scaffolds helped students in GBL. The article ends with practical implications for implementing game-based science learning.
UR - http://www.scopus.com/inward/record.url?scp=85074616739&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85074616739&partnerID=8YFLogxK
U2 - 10.1007/s40299-019-00486-w
DO - 10.1007/s40299-019-00486-w
M3 - Article
AN - SCOPUS:85074616739
JO - Asia-Pacific Education Researcher
JF - Asia-Pacific Education Researcher
SN - 0119-5646
ER -