کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
351014 618461 2016 6 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
Cognitive consequences of making computer-based learning activities more game-like
ترجمه فارسی عنوان
عواقب شناختی تولید بیشتر شبه بازی فعالیت های یادگیری مبتنی بر کامپیوتر
کلمات کلیدی
موضوعات مرتبط
مهندسی و علوم پایه مهندسی کامپیوتر نرم افزارهای علوم کامپیوتر
چکیده انگلیسی

Some students (base group) played the Circuit Game, a 10-level computer-based learning activity intended to help students learn how electrical circuits work. Other students (competition group) played the same game but with competition features added – including a score bar showing performance on each level, the opportunity to earn one ticket per level if a performance criterion is met, and the opportunity to win a prize based on the number of tickets earned. On a retention test given after the game, the competition group remembered significantly more than the base group (d = 0.47). On an embedded transfer test constituting the final level of the game, the groups did not differ significantly. However, on the transfer test there was a significant gender by group interaction in which men performed worse in the competition group than the base group (d = −0.54) and women performed better in the competition group than the base group (d = 0.24). Overall, adding game-like features to a computer-based learning activity caused students to pay attention to game details but did not motivate students – particularly men – to learn more deeply.


► We examine the added value of adding competition to an educational game.
► Students played the Circuit Game to learn about how electrical circuits work.
► Correct answers earned points toward a raffle (competition) or did not (control).
► Competition improved retention, but did not improve transfer of information.
► Competition decreased transfer performance for men, but not for women.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Computers in Human Behavior - Volume 27, Issue 5, September 2011, Pages 2011–2016
نویسندگان
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