Influences of Self Efficacy on Cognitive Presence in Mobile Game-Based Instruction
Yu-Hsuan Chen, Department of Visual Communication Design, Taipei University of Maritime Technology, Taiwan ; Chang-Hwa Wang, Department of Graphic Arts and Communications, National Taiwan Normal University, Taiwan
Society for Information Technology & Teacher Education International Conference, in Washington, D.C., United States ISBN 978-1-939797-32-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Research has indicated that including game schemes in mobile learning could improve learning achievements. However, recent research on mobile game-based learning has mostly emphasized on the technological aspects of the game building. More studies are still necessary for investigating the learner’s cognitive aspects while they are immersed in the mobile game. According to the Community of Inquiry (Col) model, cognitive presence (CP) is one of the most critical elements that influences the learning outcome, and successive learning outcomes would require deeper stages of cognitive presence, that usually difficult to achieve. However, past research on CoI felt short in investigating the influences of individual differences, especially learners’ internal motivation on higher-order thinking. We consider self-efficacy is one of such as it emphasizes a combination of learners’ motivation and cognition. This study intends to explore the influence of learners’ self-efficacy on CP, as well as to explore the influence of learners’ CP on learning achievements during mobile game-based instruction. An experiment will be conducted. The mobile instruction will be a context-aware game that facilitates learners to recognize local ceramic culture. Evidences of links between self-efficacy and cognitive presence could illustrate the influence of learners’ internal motivation on higher order of cognitions, and further predict learning achievements in mobile game-based learning.
Chen, Y.H. & Wang, C.H. (2018). Influences of Self Efficacy on Cognitive Presence in Mobile Game-Based Instruction. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 731-736). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE).
© 2018 Association for the Advancement of Computing in Education (AACE)