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A concept map-embedded educational computer game for improving students' learning performance in natural science courses
ARTICLE

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

Computers & Education Volume 69, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

Many recent studies have reported the benefits of educational computer games in promoting students' learning motivations. On the other hand, however, the effect of digital game-based learning in improving students' learning performance has been questioned. Several previous studies have reported that without properly integrating learning strategies into gaming scenarios, the effectiveness of educational computer games could be limited, or may be even worse than that of the conventional technology-enhanced learning approach. In this study, a concept map-embedded gaming approach is proposed for developing educational computer games by integrating concept mapping as part of the gaming scenarios to help students organize what they have learned during the game-based learning process. Moreover, a role-playing game has been developed for an elementary school natural science course based on the proposed approach. From the experimental results, it is found that the concept map-embedded gaming approach can significantly improve the students' learning achievement and decrease their cognitive load. Moreover, the students who learned with the proposed approach revealed a significantly higher degree of perceived usefulness than those who learned with the conventional game-based learning approach.

Citation

Hwang, G.J., Yang, L.H. & Wang, S.Y. (2013). A concept map-embedded educational computer game for improving students' learning performance in natural science courses. Computers & Education, 69(1), 121-130. Elsevier Ltd. Retrieved October 14, 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.2013.07.008

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