Playing educational micro-games at high schools: Individually or collectively?

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11320%2F15%3A10313778" target="_blank" >RIV/00216208:11320/15:10313778 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/67985823:_____/15:00451794 RIV/00216208:11210/15:10313778

Výsledek na webu

<a href="http://dx.doi.org/10.1016/j.chb.2015.02.025" target="_blank" >http://dx.doi.org/10.1016/j.chb.2015.02.025</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1016/j.chb.2015.02.025" target="_blank" >10.1016/j.chb.2015.02.025</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Playing educational micro-games at high schools: Individually or collectively?

Popis výsledku v původním jazyce

The effectivity of learning by playing serious games is increasingly subject to research, but information about how these games should actually be used in classes is limited. In this explorative study with between-subject design (N = 166; high school students), we investigated the effectivity of playing two different micro-games in two different ways. After an expository lecture, either students played a game individually at computers ("individual play"), or the teacher played it, while showing it to the class on a projector and prompting the students on how to proceed with the game ("collective play"). Results indicated that the two modes of play were nearly comparable as concerns immediate and one month delayed learning gains, as well as subjective evaluation of educational experience. There were only two notable differences. First, immediate test scores for factual questions, but not transfer questions, for one of the games were higher for the individual play (medium effect size). S

Název v anglickém jazyce

Playing educational micro-games at high schools: Individually or collectively?

Popis výsledku anglicky

The effectivity of learning by playing serious games is increasingly subject to research, but information about how these games should actually be used in classes is limited. In this explorative study with between-subject design (N = 166; high school students), we investigated the effectivity of playing two different micro-games in two different ways. After an expository lecture, either students played a game individually at computers ("individual play"), or the teacher played it, while showing it to the class on a projector and prompting the students on how to proceed with the game ("collective play"). Results indicated that the two modes of play were nearly comparable as concerns immediate and one month delayed learning gains, as well as subjective evaluation of educational experience. There were only two notable differences. First, immediate test scores for factual questions, but not transfer questions, for one of the games were higher for the individual play (medium effect size). S

Druh

J_x - Nezařazeno - Článek v odborném periodiku (Jimp, Jsc a Jost)

CEP obor

AM - Pedagogika a školství

OECD FORD obor

—

Projekt

Výsledek vznikl pri realizaci vícero projektů. Více informací v záložce Projekty.

Návaznosti

S - Specificky vyzkum na vysokych skolach<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2015

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Computers in Human Behavior

ISSN

0747-5632

e-ISSN

—

Svazek periodika

48

Číslo periodika v rámci svazku

July 2015

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

13

Strana od-do

682-694

Kód UT WoS článku

000353730000074

EID výsledku v databázi Scopus

2-s2.0-84924384832