Facilitating Higher-Order Learning Through Computer Games

2013 ◽  
Vol 135 (12) ◽  
Author(s):  
Zahed Siddique ◽  
Chen Ling ◽  
Piyamas Roberson ◽  
Yunjun Xu ◽  
Xiaojun Geng
Keyword(s):  
Engineering Education ◽  
Computer Games ◽  
Student Attitudes ◽  
Learning Experience ◽  
Higher Order ◽  
Control Group ◽  
Design Development ◽  
Geometric Tolerancing ◽  
Higher Order Learning ◽  
Based Instruction

Engineering education needs to focus on equipping students with foundational math, science, and engineering skills, with development of critical and higher-order thinking so they can address novel and complex problems and challenges. Learning through a medium that combines course materials with game characteristics can be a powerful tool for engineering education. Games need to be designed for higher order engagement with students, which go beyond remembering, understanding and applying of engineering concepts. In this paper, we present design, development, implementation, and evaluation of a game for engineers. The developed game is founded on experiential learning theory and uses enhanced game characteristics. The racecar game has been designed to facilitate higher-order learning of geometric tolerancing concepts. The course module has been developed and implemented, with assessment of outcomes. The results show that students using the game module, when compared with the control group (lecture-based instruction), had significant improvements when addressing questions that involved higher-order cognition. Survey results also indicate positive student attitudes towards the learning experience with game modules.

Development of Computer Game Based Instruction: The Periodic Table Game

2006 ◽  
Vol 931 ◽  
Author(s):  
Brenda O'Neal ◽  
Leigh McKenzie ◽  
Garry W. Warren ◽  
Earnest Nancy ◽  
Timothy Bryant ◽  
...  
Keyword(s):  
Subject Matter ◽  
Computer Games ◽  
Periodic Table ◽  
Computer Game ◽  
Chemical Properties ◽  
Control Group ◽  
School Students ◽  
Materials Research ◽  
Evaluation Exercise ◽  
Based Instruction

ABSTRACTA collaboration between The Materials Research Science and Engineering Center (MRSEC) and the Integrated Science (IS) program run by the Center for Communication and Educational Technology (CCET) at The University of Alabama has been developing a computer game based approach to teaching Periodic Table concepts and facts to middle school students. The game is broken into seven different sections. There are three information centers, which are each paired with a game, and there is a “Dream Room” which provides an incentive for students to master the subject matter of the game. The three information centers focus on learning the elements, their positions in the periodic table, and trends in physical and chemical properties. The games then test the students' knowledge of the concepts and facts in the information centers. The game is currently in a late beta version and can be accessed over the web at http://www.mint.ua.edu/periodictable.Preliminary results from a large evaluation exercise shows that classes that use the computer games improved significantly more on tests of subject matter than a control group.

scholarly journals Video-Driven Multimedia, Web-Based Training in the Corporate Sector: Pedagogical Equivalence and Component Effectiveness

2009 ◽  
Vol 10 (3) ◽  
Author(s):  
Katherine Pang
Keyword(s):  
Professional Development ◽  
Learning Experience ◽  
Development Program ◽  
Professional Development Program ◽  
Control Group ◽  
Web Based ◽  
Web Based Instruction ◽  
Knowledge Gains ◽  
Based Instruction ◽  
The Web

The purpose of this study was to assess the pedagogical equivalence, as determined by knowledge gains, and the pedagogical effectiveness of certain components in a video-driven multimedia, web-based professional development training program as compared to a traditional, face-to-face program under real-world constraints of time and limited economic resources. The study focused on the use of video-driven multimedia, web-based instruction in the corporate environment to determine if the quality of the learning experience and the knowledge gained from the instruction were the same as with traditional methods. This experimental study assigned business professionals quasi-randomly to either a control group or an experimental group, where they attended either a live-instructed professional development program or a video-driven multimedia, web-based professional development program. Overall, results indicated that the video-driven multimedia, web-based instruction was not only pedagogically equivalent in terms of knowledge gains to the live instruction but that the knowledge gains were slightly higher among the web-based participants. Further, certain components in the web-based environment contributed more than components in the live environment to pedagogical effectiveness.

The Effect of The Using of Computer Games On Academic Success In Teaching English To 8th Grade Students

2019 ◽  
Author(s):  
Bulent Dos ◽  
Zeynep Sinem Balıkçıoğlu ◽  
Semih Şengel
Keyword(s):  
Academic Success ◽  
Computer Games ◽  
Experimental Information ◽  
Control Group ◽  
Traditional Teaching ◽  
National Education ◽  
8Th Grade ◽  
Post Test ◽  
Education Measurement ◽  
The One

<p>In this study, the effect of using computer games in an English teaching classof the 8th grade students in secondary school is investigated. A total of 112 8th grade students, 57 in the experimental group and 55 in the control group, participated in the study. Academic Achievement Tests prepared by Ministry of National Education, Measurement, Evaluation and Exam Services Department were used as pre-test and post-test. Eight of the games, which were prepared specifically for Grade 8 students, were used in the Experimental Information Network (EBA). Preliminary tests as covariant, final tests as dependent variables and applied to groups of teaching and traditional teaching were discussed as independent variables. According to the one-way covariance analysis (COVARIANCE) results, it was found that the game was more effective than traditional teaching and this effect was moderate. In addition, it was determined that 36% of the final test scores of the students learning the game were explained by the game.</p>

EFFECT OF WEB BASED INSTRUCTIONS ON ACHIEVEMENT IN SOCIAL STUDIES

2017 ◽  
Vol 4 (24) ◽  
Author(s):  
Rajwinder Kaur
Keyword(s):  
Social Studies ◽  
Conventional Method ◽  
Traditional Method ◽  
Statistical Techniques ◽  
Control Group ◽  
Web Based ◽  
Significant Difference ◽  
Post Test ◽  
Based Instruction ◽  
Experimental Group

The purpose of the study was to study the Effect of Web based instructions on achievement in Social Studies. The sample consisted of 100 students from Grade 8th of schools affiliated to C.B.S.E of Ferozepur and were randomly split into two groups-control (taught by traditional method) and experimental (taught by Web based instruction) groups. Firstly pre-test was administered on both the groups; then the students in the control group were taught by conventional method while experimental group was taught by Web based instructions. Then post-test was administrated on both the groups. The Statistical techniques were then employed to data collected and analysis and interpretation of the data was done. The result of the study implied that there exists significant difference in achievement in Social Studies based on Web based instructions and conventional method. The study also revealed that there exist significant gender differences in achievement in Social Studies with Web based instructions.

Flipping & Clicking Your Way to Higher-Order Learning

2013 ◽  
Vol 23 (1) ◽  
pp. 17-22 ◽  
Author(s):  
Michael S. Garver ◽  
Brian A. Roberts
Keyword(s):  
Higher Order ◽  
Higher Order Learning

Computerized Cognitive Training in Amnestic Mild Cognitive Impairment: A Randomized Clinical Trial

2021 ◽  
pp. 089198872110064
Author(s):  
Kevin Duff ◽  
Jian Ying ◽  
Kayla R. Suhrie ◽  
Bonnie C.A. Dalley ◽  
Taylor J. Atkinson ◽  
...  
Keyword(s):  
Clinical Trial ◽  
Cognitive Impairment ◽  
Mild Cognitive Impairment ◽  
Cognitive Training ◽  
Computer Games ◽  
Brain Plasticity ◽  
Amnestic Mild Cognitive Impairment ◽  
Control Group ◽  
Computerized Cognitive Training ◽  
Secondary Outcomes

Objective: Computerized cognitive training has been successful in healthy older adults, but its efficacy has been mixed in patients with amnestic Mild Cognitive Impairment (MCI). Methods: In a randomized, placebo-controlled, double-blind, parallel clinical trial, we examined the short- and long-term efficacy of a brain-plasticity computerized cognitive training in 113 participants with amnestic MCI. Results: Immediately after 40-hours of training, participants in the active control group who played computer games performed better than those in the experimental group on the primary cognitive outcome (p = 0.02), which was an auditory memory/attention composite score. There were no group differences on 2 secondary outcomes (global cognitive composite and rating of daily functioning). After 1 year, there was no difference between the 2 groups on primary or secondary outcomes. No adverse events were noted. Conclusions: Although the experimental cognitive training program did not improve outcomes in those with MCI, the short-term effects of the control group should not be dismissed, which may alter treatment recommendations for these patients.

The Effects of Computer Game on Preschool Children’s Nutrition Knowledge and Junk Food Intake Behavior (Preprint)

2021 ◽  
Author(s):  
Chin-En Yen
Keyword(s):  
Food Intake ◽  
Nutrition Education ◽  
Computer Games ◽  
Computer Game ◽  
Nutrition Knowledge ◽  
Control Group ◽  
Junk Food ◽  
Nutritional Knowledge ◽  
Children's Nutrition ◽  
Game Intervention

BACKGROUND Computer games can increase children’s interest in learning, and then improve their nutritional knowledge, and their dietary intake behavior. OBJECTIVE The purpose of this study was to evaluate the short-term effectiveness of computer games on preschool children's nutrition knowledge and junk food intake behavior. This study was a cross-sectional study. METHODS We recruited 104 preschool children age 5-6 years from preschools and randomly assign to experiment group (n=56) and control group (n=48). The researchers used Construct 2 to design and produce the "Healthy Rat King" computer game as a nutrition education tool for children. The computer game courses intervention was one hour per week for four consecutive weeks in experiment group, and the control group did not received computer game intervention. RESULTS The results showed that the nutrition knowledge score of children in experiment group were significant higher than the control group after four weeks of computer game course intervention, and the frequency of chocolate, candies, and ice cream intake was significantly reduced in experiment group after four weeks of computer game intervention. CONCLUSIONS computer game teaching suggested that improved children’s nutrition knowledge and decreased the frequency of junk food intake.

Effect of Activity-Based Games on Students' Academic Achievement in Social Sciences

2021 ◽  
pp. 82-95
Keyword(s):  
Academic Achievement ◽  
Performance Test ◽  
Mean Value ◽  
Control Group ◽  
Second Phase ◽  
Initial Stage ◽  
Post Test ◽  
The Mean ◽  
Based Instruction ◽  
Experimental Group

The purpose of the research was to investigatethe effect of activity-based games on the academic achievement of graduate-level pupils in social sciences.An experimental research design with a pre-and post-test control group was used in this study. As pre-test and post-test, MCQ achievement tests containing 70 items were used as research methods for data collecting. The initial stage in this initiative was to collect data on what inspires children to learn. Both groups took a pre-test, and the results were tallied.The project's second phase was to study the effects of variousactivities on academic achievement. Both groups were given an MCQ performance test. The T-test was used to analyze the data. The findings of this study demonstrated that, compared to the control group, mostpupils'marks improved in the experimental group. The mean value showedthat experimental group participants scored 18.77on the post-test, while control group students scored 16.21. According to a post-lesson poll, most students regarded activity-based games to be more engaging than lecture-based instruction.

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