Effects of a concept mapping-based two-tier test strategy on students’ digital game-based learning performances and behavioral patterns
Graphical abstract
Section snippets
Author contribution
Feng-Ying Li: Conceptualization, Methodology, Formal analysis. Gwo-Jen Hwang: Conceptualization, Writing – review & editing. Pei-Ying Chen: Investigation, Writing – original draft, Writing – review & editing. Yu-Jung Lin: Formal analysis, Software, Data curation.
Digital game-based learning
Digital game-based learning (DGBL) refers to the use of digital games as a means to facilitate learning by integrating learning content into computer games, or to use computer games to achieve educational purposes (Erhel & Jamet, 2013). Perini, Luglietti, Margoudi, Oliveira, and Taisch (2018) noted that DGBL can not only engage learners in procedural learning, but can also deepen their understanding of textbook content so as to solve more complicated problems (Chen & Lin, 2016).
Kiili (2005)
The CM-TTG approach
Using the RPG Maker, which is a role-play game implementing tool developed by the Japanese company Enterbrain in 1992 for making RPGs without programming knowledge, we developed a DGBL system that integrated both concept mapping and two-tier testing. It was used to facilitate student learning of “Food Master” based on the learning content of “Healthy eating habits” in the food additives unit of the Home Economics course for ninth-graders, in which they became familiar with all kinds of food
Participants
The participants were four classes of ninth-grade students from a junior high school in northern Taiwan (between 14 and 15 years old). A total of 97 students persisted through the study. A quasi-experimental design was employed, with 50 students (24 males, 26 females) in the experimental group, and 47 (25 males and 22 females) in the control group. The former adopted the CM-TTG approach, while the latter used the two-tier test integrated DGBL without concept mapping. The students had previous
Learning motivation
The present study employed ANCOVA using the learning motivation pre-questionnaire as the covariate to analyze the two groups' learning motivation. According to the test of homogeneity regression, there was no significant difference between the two groups' questionnaire of learning motivation (F (2, 93) = 2.86, p = 0.06). One-way ANCOVA was then employed. The results are shown in Table 2. The adjusted means and standard error of the experimental group were 3.51 and 0.14, whereas those for the
Discussion and conclusions
In this study, the CM-TTG approach is proposed and a quasi-experiment was conducted to assess the effectiveness of the proposed approach in the “Healthy eating habits” course. The results showed that the proposed method improved the students' learning achievement more than the approach. On the other hand, there were no significant differences between the learning motivation, flow experience, or cognitive loads of the two groups. Moreover, the analysis results of the participants’ learning
Acknowledgements
This study is supported in part by the Ministry of Science and Technology of Taiwan under contract numbers MOST-109-2511-H-011-002-MY3 and MOST-108-2511-H-011-005-MY3.
References (70)
- et al.
Effects of prior knowledge and concept-map structure on disorientation, cognitive load, and learning
Learning and Instruction
(2009) - et al.
A comprehensive text analysis of lecture slides to generate concept maps
Computers & Education
(2017) - et al.
“Games are made for fun”: Lessons on the effects of concept maps in the classroom use of computer games
Computers & Education
(2011) - et al.
Applying structured computer-assisted collaborative concept mapping to flipped classroom for hospitality accounting
Journal of Hospitality, Leisure, Sports and Tourism Education
(2020) - et al.
Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness
Computers & Education
(2013) - et al.
Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning
Computers in Human Behavior
(2016) Learning English with augmented reality: Do learning styles matter?
Computers & Education
(2017)- et al.
Impact of online instructional game features on college students' perceived motivational support and cognitive investment: A structural equation modeling study
The Internet and Higher Education
(2013) - et al.
A context-aware ubiquitous learning environment for conducting complex science experiments
Computers & Education
(2009) - et al.
A concept map-embedded educational computer game for improving students’ learning performance in natural science courses
Computers & Education
(2013)
Digital game-based learning: Towards an experiential gaming model
Internet and Higher Education
The interactivity of video and collaboration for learning achievement, intrinsic motivation, cognitive load, and behavior patterns in a digital game-based learning environment
Computers & Education
Digital game-based learning in high school computer science education: Impact on educational effectiveness and student motivation
Computers & Education
The ebb and flow of online learning
Computers in Human Behavior
Learning and motivational effects of digital game-based learning (DGBL) for manufacturing education–The Life Cycle Assessment (LCA) game
Computers in Industry
A collaborative game-based learning approach to improving students’ learning performance in science courses
Computers & education
Supporting academic vocabulary and social-emotional skills of students with learning Disabilities through an Arts-Integrated Social Studies Approach
Teaching Exceptional Children
Observing interaction: An introduction to sequential analysis
Analyzing interaction: Sequential analysis with SDIS and GSEQ
The role of design in research: The integrative learning design framework
Educational Researcher
Presenting a new instructional tool for teaching law-related courses: A contract activity package for motivated and independent learners
Gonzaga Law Review
Effects of digital game-based learning on achievement, flow and overall cognitive load
Australasian Journal of Educational Technology
Effects of digital game-based learning on achievement, flow and overall cognitive load
Australasian Journal of Educational Technology
A blended design of game-based learning for motivation, knowledge sharing and critical thinking enhancement
Technology, Pedagogy and Education
Effects of augmented reality-based multidimensional concept maps on students' learning achievement, motivation and acceptance
Universal Access in the Information Society
An examination of digital game-based situated learning applied to Chinese language poetry education
Technology, Pedagogy and Education
How competition in a game-based science learning environment influences students' learning achievement, flow experience, and learning behavioral patterns
Journal of Educational Technology & Society
The effect of concept mapping on students' learning achievements and interests
Innovations in Education & Teaching International
Potential negative effects of mobile learning on students' learning achievement and cognitive load—a format assessment perspective
Educational Technology & Society
Developing an educational computer game for migratory bird identification based on a two-tier test approach
Educational Technology Research & Development
Statistical power analysis for the social sciences
There is no magic circle
Games and Culture
Beyond boredom and anxiety
Flow: The psychology of optimal experience
Digital game‐based learning in a shanghai primary‐school mathematics class: A case study
Journal of Computer Assisted Learning
Cited by (32)
The effects of dynamic and static feedback under tasks with different difficulty levels in digital game-based learning
2024, Internet and Higher EducationTeaching presence promotes learner affective engagement: The roles of cognitive load and need for cognition
2023, Teaching and Teacher EducationPromoting art appreciation performances and behaviors in effective and joyful contexts: A two-tier test-based digital gaming approach
2023, Computers and EducationCitation Excerpt :For example, it increases students’ self-regulation in an educational game by incorporating tests to assess their learning status, to identify whether they encounter specific difficulties, and to provide immediate feedback (So et al., 2019; Troussas et al., 2020). At present, several studies have indicated that including tests and feedback into an educational game can help students achieve better learning performances (Li et al., 2021; Wichadee & Pattanapichet, 2018; Yang et al., 2018). Nevertheless, it is challenging for traditional tests to clarify whether students obtain scores by understanding knowledge or by just guessing (Deng et al., 2020; Yang & Lu, 2021).
Promoting students’ higher order thinking in virtual museum contexts: A self-adapted mobile concept mapping-based problem posing approach
2024, Education and Information TechnologiesEffects of a concept mapping-guided virtual laboratory learning approach on students’ science process skills and behavioral patterns
2024, Educational Technology Research and Development