game-based learning

2012/4/24

1

公司

標誌

KunKun--Hsien LiHsien LiShiShi--Jer LouJer LouTsaiTsai--Feng ChengFeng ChengHueiHuei--Yin TsaiYin Tsai

DIGITEL 2012

2012/4/24

2

• Research Motives and Purposes• Literature Review• Research Procedures and Implementation• Research Results• Conclusions

2012/4/24

3

Research Motives and PurposesResearch Motives and Purposes• The concept of game-based learning (GBL)

was proposed by scholars in 2002. Many empirical studies have confirmed that GBL can enhance students’ learning effectlearning effect, enhance their memory retention enhance their memory retention and knowledge developmentknowledge development, and facilitate facilitate proactiveproactive and affirmative attitudesaffirmative attitudes

1/2

2012/4/24

4

Research objectivesResearch objectives

2/2

2012/4/24

5

Literature ReviewLiterature ReviewLiterature ReviewLiterature Review1) Research of GBL1) Research of GBL

1/2

2012/4/24

6

Chinese language instruction theoryChinese language instruction theoryChinese language instruction theoryChinese language instruction theory

Bloom 2001 definitions about cognitionBloom 2001 definitions about cognition

HighHigh--levellevel

2/2

2012/4/24

7

Research Procedures and ImplementationResearch Procedures and ImplementationResearch Procedures and ImplementationResearch Procedures and Implementation

Research MethodResearch Method

Used questionnaire survey to find out about the Used questionnaire survey to find out about the attitudes and feelings of teachers and students. attitudes and feelings of teachers and students.

The results were also supplemented with interviews and The results were also supplemented with interviews and researcher’s observant participation.researcher’s observant participation.

1/6

2012/4/24

8

Research Procedures and ImplementationResearch Procedures and ImplementationResearch Procedures and ImplementationResearch Procedures and Implementation

Research SubjectsResearch Subjects

This study treated 36 sixthThis study treated 36 sixth--grade students and 6 fifthgrade students and 6 fifth--grade grade students in Pingtung City, Taiwan, as research subjects. students in Pingtung City, Taiwan, as research subjects.

They were in three classes, with one teacher in each class.They were in three classes, with one teacher in each class.

2/6

2012/4/24

9

Research Procedures and ImplementationResearch Procedures and ImplementationResearch Procedures and ImplementationResearch Procedures and Implementation

3/6

Research ToolsResearch Tools--Millionaire GameMillionaire Game

Three stages with Three stages with 15 missions15 missionswhich go from which go from

$1,000 to $1 million.$1,000 to $1 million.there are three there are three

lifelines.lifelines.

2012/4/24

10

Research Procedures and ImplementationResearch Procedures and ImplementationResearch Procedures and ImplementationResearch Procedures and Implementation

a b c

4/6

2012/4/24

11

Research Procedures and ImplementationResearch Procedures and ImplementationResearch Procedures and ImplementationResearch Procedures and Implementation

Knowledge Understanding Application AnalysisCharacter

sound, form, meaning

4 3 3 6

Distinguishing homographs 3 3 3 4

Idioms 3 4 5 4Semantics

(usage) 3 4 4 3

Language use 3 4 4 4Symbol usage 0 0 1 0

•Item analysis chart

5/6

2012/4/24

12

Research Procedures and ImplementationResearch Procedures and ImplementationResearch Procedures and ImplementationResearch Procedures and Implementation•Item analysis chart

6/6

2012/4/24

13

Research ResultsResearch ResultsResearch ResultsResearch ResultsStudents’ attitude after usageStudents’ attitude after usage

tt dfdf pp--valuevalue Mean differenceMean difference

Overall attitudeOverall attitude 7.393 41 .000 1.00251

All students indicated satisfaction after playing the Millionaire Game (t=7.393, sig.=.000<.05 and the mean difference is 1.00251>0).

2012/4/24

14

Research ResultsResearch ResultsResearch ResultsResearch ResultsAnalysis of different attitudes by genderAnalysis of different attitudes by gender

Levene test with equal variance

t-test with equal means

F p-value t df p-value Mean difference

Standard error

difference Overall attitude

0.755 .390 -.745 40 .460 -.20706 .27779

The gender variance is similar (F=0.755, sig.=.390>.05)The gender variance is similar (F=0.755, sig.=.390>.05)

There is insufficient data to support differences in attitudes (t=There is insufficient data to support differences in attitudes (t=--0.745, 0.745, sig.=.460>.05).sig.=.460>.05).

GBL produces sufficient satisfaction for both male and GBL produces sufficient satisfaction for both male and female players. female players.

2012/4/24

15

Research ResultsResearch ResultsResearch ResultsResearch ResultsAnalysis of attitudes caused by different usage experiencesAnalysis of attitudes caused by different usage experiences

Levene test with equal variance

t-test with equal means

F p-value t df p-value Mean

difference

Standard error

differenceOverall attitude .027 .871 -.447 40 .657 -.13922 .31149

The two groups of variances are similar (F=0.027, sig.=.871>.05)

There is insufficient data to support differences in attitudes after playing the There is insufficient data to support differences in attitudes after playing the Millionaire Game (t=Millionaire Game (t=--0.447, sig.=.657>.05)0.447, sig.=.657>.05)Whether have or do not have prior usage experiences, indicated high Whether have or do not have prior usage experiences, indicated high satisfaction toward GBL. satisfaction toward GBL.

2012/4/24

16

Research ResultsResearch ResultsResearch ResultsResearch Results•• Analysis of overall usage experience and attitudesAnalysis of overall usage experience and attitudes

the attitude is one of satisfaction, as high as 71.5%, and the ratio is far higher than dissatisfaction, at 4.8%.

2012/4/24

17

Research ResultsResearch ResultsResearch ResultsResearch ResultsInterviews and observationInterviews and observation

The students responded:The students responded:“having class like this is so exciting.” “having class like this is so exciting.”

They would also discuss with other classmates: They would also discuss with other classmates: “The first question’s answer is A.” “The first question’s answer is A.”

Students also told the researcherStudents also told the researcher：：“I hope I can play the game again later.” “I hope I can play the game again later.”

Some students expressed that even though the bell rang,Some students expressed that even though the bell rang,they still did not want to end class. they still did not want to end class.

2012/4/24

18

Research ResultsResearch ResultsResearch ResultsResearch ResultsInterviews and views of teachers at the site of instructionInterviews and views of teachers at the site of instruction

The teachers expressed that:The teachers expressed that:“students did enjoy the game process.”“students did enjoy the game process.”

Teachers stated:Teachers stated:“in class, the students performed more enthusiastically.”“in class, the students performed more enthusiastically.”

2012/4/24

19

ConclusionsConclusions

2012/4/24

20

~END~~END~

機会がありましたらみんなで台湾へ遊びにい機会がありましたらみんなで台湾へ遊びにいらっしゃい歓迎しますよらっしゃい歓迎しますよ。。