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首页> 外文期刊>Computers in Human Behavior >Mobile game-based learning in secondary education: Students' immersion, game activities, team performance and learning outcomes
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Mobile game-based learning in secondary education: Students' immersion, game activities, team performance and learning outcomes

机译:基于移动游戏的中学学习:学生的沉浸,游戏活动,团队表现和学习成果

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摘要

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' self reported 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.
机译:基于比赛的学习表现出积极影响,但缺乏学生游戏活动关系的见解,缺乏这些活动的关系。在这项游戏的研究中“Nocredit,Gameover!(。)”(NCGO),学生的游戏活动探讨并与他们在游戏中的学习成果和表现相关。中学生使用平板电脑访问有关债务的虚拟信息,并在城市环境中执行任务。从181名学生收集的数据,他们在团队中完成了关于他们的游戏活动,沉浸在分配给他们的游戏和角色以及学习结果。与游戏角色同情的学生的程度似乎与他们对主题的兴趣和知识产生负面影响。此外,感知内容真实性明智地与学生的花钱呈负相关。在与团队中搜索互联网与学生的自我报告明智地有关。访问组织是预定的游戏活动之一,与团队游戏表现进行了积极的关系。提出了对游戏教学和未来研究的影响。

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