Effects of Multi-Genre Digital Game-Based Instruction on Students' Conceptual Understanding, Argumentation Skills, and Learning Experiences.
Chen-Yu ChenHui-Ju HuangChi-Jui LienYu-Ling LuPublished in: IEEE Access (2020)
Keyphrases
- learning experience
- conceptual understanding
- grade students
- learning tools
- argumentation skills
- learning outcomes
- science classroom
- mobile learning
- learning process
- science instruction
- post test
- learning styles
- high school
- e learning
- high school students
- learning gains
- computer assisted instruction
- science learning
- digital games
- video games
- game based learning
- elementary school
- science education
- learning resources
- individual differences
- learning scenarios
- student learning
- experimental group
- cognitive style
- knowledge building
- learning processes
- virtual learning environments
- mental models
- collaborative learning
- hong kong
- learning design
- computer assisted
- instructional strategies
- control group
- concept maps
- intelligent tutoring systems
- multimedia
- concept mapping
- middle school
- tablet pc
- learning materials
- reinforcement learning