Effects of the Digital Game-Development Approach on Elementary School Students' Learning Motivation, Problem Solving, and Learning Achievement

Effects of the Digital Game-Development Approach on Elementary School Students' Learning Motivation, Problem Solving, and Learning Achievement

Hui-Chun Chu (Department of Computer Science and Information Management, Soochow University, Taipei, Taiwan) and Chun-Ming Hung (Director of Academic Affairs, Tainan Municipal Haidong Elementary School, Tainan, Taiwan)
Copyright: © 2015 |Pages: 16
DOI: 10.4018/ijdet.2015010105
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Abstract

In this study, the game-based development approach is proposed for improving the learning motivation, problem solving skills, and learning achievement of students. An experiment was conducted on a learning activity of an elementary school science course to evaluate the performance of the proposed approach. A total of 59 sixth graders from two classes of the elementary school participated in the experiment. One class of 30 students was selected as the experimental group, and the other class of 29 students was the control group. From the experimental results, it was found that the proposed game development-based learning approach could effectively promote the students' problem-solving skills. However, the students' learning achievement and motivations were quite different from our expectations. A discussion of the experimental group interview data is provided and suggestions made.
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2. Literature Review

Many researchers have considered that appropriate materials or instruction allow children to learn happily while playing games (Hwang, & Wu, 2012; Norman, 1981). Compared to other modes of learning, games are considered more acceptable and accessible to children and could assist pupils in developing their thinking skills (Hwang, Wu, & Chen, 2012; Seonju, 2002). Bourgonjon, Grove, Smet, Looy, Soetaert, and Valcke (2013) investigated the factors that influence the acceptance of commercial video games as learning tools in order to understand teachers’ perceptions and beliefs in the secondary school classroom. Moreover, researchers have mentioned that actively exploring and acquiring knowledge in situations is practical and could be referred to other situations. For this reason, the provision of abundant learning situations allows practical exploration by learners through observation and action, thus leading to further acquisition of problem-solving skills (Hwang, Kuo, Chen, & Ho, 2014; Young, 1993).

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