Effects of a Two-Stage Concept Mapping-Based Collaborative Gaming Approach on the English Learning Achievement and Behavioral Patterns of Students with Different Learning Anxiety Levels.
Lin WangHui-Chun ChuChun-Chieh WangPublished in: IIAI-AAI (2018)
Keyphrases
- learning achievement
- concept mapping
- concept maps
- control group
- collaborative learning
- learning activities
- video games
- learning process
- elementary school
- learning outcomes
- computer assisted instruction
- learning environment
- instructional strategies
- mobile learning
- learning styles
- undergraduate students
- learning algorithm
- statistically significant
- experimental group
- learning systems
- collaborative concept mapping
- individual differences
- science education
- learning tools
- computer programming
- experimental design
- teaching materials
- science learning
- behavioral patterns
- student achievement
- reinforcement learning
- learning community
- high school
- learning experience
- knowledge level
- virtual learning environments
- computer supported collaborative learning
- educational games
- learning content
- concept learning
- student learning
- tablet pc
- learning gains
- learning scenarios
- intelligent tutoring systems
- active learning