Investigating factors affecting conceptual learning progression when playing digital game-based inquiry learning for energy education
Issued Date
2014
Resource Type
Language
eng
Rights
Mahidol University
Suggested Citation
Patcharin Panjaburee, พัชรินทร์ ปัญจบุรี, Dorji, Ugyen, Niwat Srisawasdi (2014). Investigating factors affecting conceptual learning progression when playing digital game-based inquiry learning for energy education. Retrieved from: https://repository.li.mahidol.ac.th/handle/20.500.14594/8758
Title
Investigating factors affecting conceptual learning progression when playing digital game-based inquiry learning for energy education
Abstract
One of the challenges of promoting students constructing knowledge on abstract
topic as energy is helping them make the relationship between the theoretical-world and their
life outside the classroom, through inquiry of the elements of
energy consumption by daily
used household electrical appliances in the digital game. Factors that increase students’
conceptual learning progression in the digital game-based inquiry learning are challenged to
be investigated. In this study, factors of Enjoyment, Inquiry,
and Intention to Use were
selected as important attitudes in learning game and promoting
conceptual learning
progression. To verify the effectiveness of the game, sixty-six
secondary school students
participated in the digital game-based inquiry learning for energy education. The results
showed that the game impacted moderately on improving the students’ conceptual
understanding progression on energy consumption topic, students
’ inquiry of the game has a
significant relation with their learning progression, and students’ enjoyment and intention to
use with the game do not significantly have a relation with their learning progression. Our
results suggest that there are attitudinal factors affecting conceptual learning progression
gained by the digital game-based inquiry learning.
Description
Proceedings of the 22nd International Conference on Computers in Education ICCE 2014. In Proceedings of the 22nd International Conference on Computers in Education 2014. Asia-Pacific Society for Computers in Education, Japan, page 588-597
Sponsorship
Thailand International Cooperation and Development Agency (TICA) scholarship