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Knowledge check-based concept mapping in digital games: impacts on students' learning performance and behaviors.

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Title: Knowledge check-based concept mapping in digital games: impacts on students' learning performance and behaviors.
Authors: Chen, Kuan-Fu (AUTHOR), Hwang, Gwo-Jen (AUTHOR), Chen, Mei-Rong Alice (AUTHOR)
Source: Educational Technology Research & Development. Aug2024, Vol. 72 Issue 4, p2297-2324. 28p.
Subjects: Gamification, Learning, Digital learning, Digital maps, Strategy games, Concept mapping
Abstract: Many studies have incorporated concept maps into digital games to enable learners to make connections between subject concepts in the game. However, most learners do not associate spontaneously with the thematic concepts in the game but need to be facilitated by effective scaffolding mechanisms to reconceptualize the learning process and content. Therefore, this study proposed a knowledge check-based concept map-guided gaming strategy for chemistry learning for secondary-level learners. Specifically, the knowledge check-based concept map-guided gaming strategy was employed as a learning strategy while playing digital games. The knowledge check mechanismwas developed based on the notation of two-tier testing. Moreover, the learning environment was a self-developed chemical classification-based digital game, in which learners learned through concept mapping guided gaming tasks with factual and conceptual questions to confirm that they can actually learn content and conceptual understanding in the game. To understand the effects of the proposed strategy, a quasi-experimental design was adopted to measure compare two groups' learning achievement, problem-solving awareness, critical thinking tendency, and germane cognitive load of seventh-grade students using the knowledge check-based concept map-guided gaming strategy and the conventional concept map-guided gaming strategy. The results of the study showed that learners' learning achievement, problem-solving awareness, critical thinking tendency, and germane cognitive load in chemistry learning were effectively improved by the knowledge check-based concept map-guided gaming strategy. Furthermore, this study implies that teachers can adjust their teaching scaffolds and provide strategies according to learners' learning behaviors in digital game-based learning. [ABSTRACT FROM AUTHOR]
Copyright of Educational Technology Research & Development is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Knowledge check-based concept mapping in digital games: impacts on students' learning performance and behaviors.
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  Data: <searchLink fieldCode="AR" term="%22Chen%2C+Kuan-Fu%22">Chen, Kuan-Fu</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hwang%2C+Gwo-Jen%22">Hwang, Gwo-Jen</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Chen%2C+Mei-Rong+Alice%22">Chen, Mei-Rong Alice</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Educational+Technology+Research+%26+Development%22">Educational Technology Research & Development</searchLink>. Aug2024, Vol. 72 Issue 4, p2297-2324. 28p.
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  Data: <searchLink fieldCode="DE" term="%22Gamification%22">Gamification</searchLink><br /><searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+learning%22">Digital learning</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+maps%22">Digital maps</searchLink><br /><searchLink fieldCode="DE" term="%22Strategy+games%22">Strategy games</searchLink><br /><searchLink fieldCode="DE" term="%22Concept+mapping%22">Concept mapping</searchLink>
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  Data: Many studies have incorporated concept maps into digital games to enable learners to make connections between subject concepts in the game. However, most learners do not associate spontaneously with the thematic concepts in the game but need to be facilitated by effective scaffolding mechanisms to reconceptualize the learning process and content. Therefore, this study proposed a knowledge check-based concept map-guided gaming strategy for chemistry learning for secondary-level learners. Specifically, the knowledge check-based concept map-guided gaming strategy was employed as a learning strategy while playing digital games. The knowledge check mechanismwas developed based on the notation of two-tier testing. Moreover, the learning environment was a self-developed chemical classification-based digital game, in which learners learned through concept mapping guided gaming tasks with factual and conceptual questions to confirm that they can actually learn content and conceptual understanding in the game. To understand the effects of the proposed strategy, a quasi-experimental design was adopted to measure compare two groups' learning achievement, problem-solving awareness, critical thinking tendency, and germane cognitive load of seventh-grade students using the knowledge check-based concept map-guided gaming strategy and the conventional concept map-guided gaming strategy. The results of the study showed that learners' learning achievement, problem-solving awareness, critical thinking tendency, and germane cognitive load in chemistry learning were effectively improved by the knowledge check-based concept map-guided gaming strategy. Furthermore, this study implies that teachers can adjust their teaching scaffolds and provide strategies according to learners' learning behaviors in digital game-based learning. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Technology Research & Development is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s11423-024-10378-6
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        Text: English
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              M: 08
              Text: Aug2024
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