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A contextual game-based learning approach to improving students' inquiry-based learning performance in social studies courses
ARTICLE

, , Graduate Institute of Digital Learning and Education, Taiwan ; , Graduate Institute of Applied Science and Technology, Taiwan

Computers & Education Volume 81, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

Inquiry-based learning, an effective instructional strategy, can be in the form of a problem or task for triggering student engagement. However, how to situate students in meaningful inquiry activities remains to be settled, especially for social studies courses. In this study, a contextual educational computer game is developed to improve students' learning performance based on an inquiry-based learning strategy. An experiment has been conducted on an elementary school social studies course to evaluate the effects of the proposed approach on the inquiry-based learning performances of students with different learning styles. The experimental results indicate that the proposed approach effectively enhanced the students' learning effects in terms of their learning achievement, learning motivation, satisfaction degree and flow state. Furthermore, it is also found that the proposed approach benefited the “active” learning style students more than the “reflective” style students in terms of learning achievement. This suggests the need to provide additional supports to students with particular learning styles in the future.

Citation

Hwang, G.J., Chiu, L.Y. & Chen, C.H. (2015). A contextual game-based learning approach to improving students' inquiry-based learning performance in social studies courses. Computers & Education, 81(1), 13-25. Elsevier Ltd. Retrieved October 17, 2019 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2014.09.006

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