Asset Details
Do you wish to reserve the book?
Using Game-Based Learning to Support Learning Science: A Study with Middle School Students
Hey, we have placed the reservation for you!
By the way, why not check out events that you can attend while you pick your title.
Oops! Something went wrong.
Looks like we were not able to place the reservation. Kindly try again later.
Are you sure you want to remove the book from the shelf?
Using Game-Based Learning to Support Learning Science: A Study with Middle School Students
Do you wish to request the book?
Using Game-Based Learning to Support Learning Science: A Study with Middle School Students
Please be aware that the book you have requested cannot be checked out. If you would like to checkout this book, you can reserve another copy
We have requested the book for you!
Your request is successful and it will be processed during the Library working hours. Please check the status of your request in My Requests.
Oops! Something went wrong.
Looks like we were not able to place your request. Kindly try again later.
Journal Article
Using Game-Based Learning to Support Learning Science: A Study with Middle School Students
2021
Overview
Game-based learning refers to establishing learning environments that involve digital or non-digital games to enhance students’ knowledge and skill acquisition. Previous studies indicated that game-based learning is superior to the conventional instructional method, but few compared the differences between different game types. This study examined the effects of game-based learning on Chinese middle school students’ learning of science and their self-efficacy. We implemented an experiment to compare the effects between digital and non-digital game-based learning. Our results showed that students in game-based learning groups performed significantly better in the content knowledge assessment and reported higher self-efficacy than the traditional lecture group. No significant difference was found between the digital and non-digital game groups when considering science learning performance, but students of the digital game group showed significantly higher self-efficacy than those of the non-digital game group. Implications of the findings for future research and practice of game-based learning are discussed.
Publisher
Springer Nature B.V
Subject
/ Learning
