How does an online game based learning environment promote students' intrinsic motivation for learning natural science and how does it affect their learning outcomes?

2007 ◽  
Author(s):  
Mei-Jen Kuo
Keyword(s):  
Learning Environment ◽  
Intrinsic Motivation ◽  
Learning Outcomes ◽  
Natural Science ◽  
Online Game ◽  
Game Based Learning ◽  
Motivation For Learning

Persistence in a Game-Based Learning Environment: The Case of Elementary School Students Learning Computational Thinking

2019 ◽  
Vol 58 (5) ◽  
pp. 891-918 ◽  
Author(s):  
Rotem Israel-Fishelson ◽  
Arnon Hershkovitz
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Learning Environments ◽  
Computational Thinking ◽  
Sixth Graders ◽  
Online Game ◽  
Game Based Learning ◽  
School Students ◽  
Online Learning Environments ◽  
Analyze Data

Persistence has proven to be a great challenge in online learning environments. Gaming and interactivity have been suggested as essential features in reducing dropout and increasing persistence in online learning. Yet in interactive game-based learning environments, persistence in moving forward in the game may come at the expense of investing in each of the game’s levels. That is, the motivation to complete the game may have a deleterious effect on learning at specific levels and hence on learning from the game in general. Therefore, we have chosen to focus on microlevel persistence (i.e., persistence during each component of the learning process). We study microlevel persistence in the context of acquiring computational thinking—the thought process of solving problems through abstraction—which is a key component of the new literacies needed for tomorrow’s citizens. In this study, we analyze data collected from an online, game-based learning environment (CodeMonkey™). The data document the activity of first to sixth graders ( N = 2,040). Overall, we find that persistence is positively associated with difficulty and that the most determined learners were highly persistent across topics in achieving the best solution.

FARMTASIA: an online game-based learning environment based on the VISOLE pedagogy

2008 ◽  
Vol 12 (1) ◽  
pp. 17-25 ◽  
Author(s):  
Kevin K. F. Cheung ◽  
Morris S. Y. Jong ◽  
F. L. Lee ◽  
Jimmy H. M. Lee ◽  
Eric T. H. Luk ◽  
...  
Keyword(s):  
Learning Environment ◽  
Online Game ◽  
Game Based Learning

scholarly journals The effect of Chinese EFL students’ learning motivation on learning outcomes within a blended learning environment

2021 ◽  
pp. 61-74
Author(s):  
Renzhong Peng ◽  
Rongrong Fu
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Intrinsic Motivation ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Extrinsic Motivation ◽  
Learning Motivation ◽  
Blended Courses ◽  
Efl Students ◽  
Motivation And Learning

The purpose of this study was to explore the relationship between Chinese English as a foreign language (EFL) students’ learning motivation and learning outcomes in a blended learning environment. A questionnaire was administered to 960 EFL students, and 10 of them participated in an interview. Following a series of analyses on the data collected through the questionnaire, consisting of exploratory factor analysis, reliability analysis, descriptive analysis, and correlation analysis, a structural relationship model that integrated learning motivation and learning outcomes was developed and tested. The results reveal that both intrinsic motivation and extrinsic motivation have a positive relationship with learning outcomes within a blended learning environment, both of which are conducive to improving students’ English linguistic competence and facilitating their psychological development of English learning. Moreover, intrinsic motivation is more important than extrinsic motivation. In intrinsic motivation, intrinsic interest in English and the intrinsic goal of understanding English culture are the two most important motives. Based on these results, implications and recommendations for future research are provided.   Implications for practice or policy: Foreign language educators should consider the stimulation of students' learning motivation as the main task in blended courses. Foreign language educators should pay more attention to the development of students’ intrinsic motivation than extrinsic motivation to produce more favourable learning outcomes in blended courses. Foreign language educators should focus on developing students’ intrinsic interest in foreign language and culture in terms of the cultivation of students’ intrinsic motivation in blended courses.

Penerapan Model Pembelajaran Grup Investigation (GI) Berbantuan Vidio Pembelajaran Untuk Meningkatkan Hasil Belajar IPA

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
I Ketut Hariawan
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Natural Science ◽  
Science Learning ◽  
Descriptive Analysis ◽  
Learning Model ◽  
Science Students ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
Academic Year

This action research aims: (1) to improve the science learning outcomes of VIIA class students in the even semester of SMP Negeri 1 Manggis in the academic year 2017/2018 by applying the learning investigation (GI) learning model assisted by learning videos. This type of research is classroom action research. The subjects of this study were 30 students in class VIIA, and the object of this study was the science learning outcomes. This action research is planned to be carried out in two cycles. Learning outcomes data were collected using multiple choice tests. Data were analyzed by descriptive analysis. The results showed that: (1) The natural science learning outcomes of the VIIA class in the second semester increased in the first cycle by an average of 70, 70% absorption, with a 50% grade completeness, and an average cycle II of 77, 77 absorption %, with 86.6% class completeness. With the achievement of an average of 77 Natural Science learning outcomes, it means that it is above the established success level of 70, so that the action is considered successful. Thus it can be said that the application of the learning investigation (GI) group learning model assisted by learning videos can improve the learning outcomes of natural science students in class VIIA an even number at SMPN 1 Manggis in the academic year 2017/2018.

scholarly journals Enhanced student perceptions of learning and performance using concept-point-recovery teaching sessions: a mixed-method approach

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Hyun Jin Cho ◽  
Michael R. Melloch ◽  
Chantal Levesque-Bristol
Keyword(s):  
Academic Success ◽  
Active Learning ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Student Perceptions ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Academic Learning ◽  
Control Group ◽  
The Impact

Abstract Background Active learning pedagogy has recently received a great deal of attention, and many universities have attempted to create student-centered learning environments to improve students’ academic success. The purpose of this study is to explore the impact of concept-point-recovery (CPR) teaching sessions as an active learning strategy on students’ perceptions of the learning environment, motivation, and academic learning outcomes in an electrical engineering course. To investigate the effectiveness of CPR sessions, students’ perceptions of learning and their performance were compared to those of students in a control classroom. Finally, students’ written comments on the course and instructor were explored in further analysis. Results The quantitative findings revealed that there was a significant change in students’ perceptions of learning after the CPR teaching sessions, and there was an increase in students’ perceptions and learning outcomes compared with those of the control group. In addition, the qualitative findings from students’ written feedback demonstrated that students felt that the instructor cared about students’ learning and success and that they had a positive learning environment. Conclusions CPR teaching sessions can be an alternative model for instructors to connect with students and create supportive environments to help students achieve academic success, which in turn promotes the satisfaction of students’ basic psychological needs and self-determined motivation. Therefore, increasing students’ engagement in their learning processes and making connections with students through CPR teaching sessions can facilitate improvements in students’ motivation and academic success. How this new active learning technique can be applied to higher education is discussed.

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