A Study of Kinesthetic Digital Game-Based Learning on Students’ Motivation, Self-Efficacy, Flow Experience, and Learning Performance

• Main Authors: Hung, Cheng-Yu, 洪澄瑜
• Other Authors: Yu, Pao-Ta
• Format: Others
• Language: en_US
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/392feh

博士 === 國立中正大學 === 資訊工程研究所 === 103 === Advances in technology have led to the continuous innovation in teaching and learning methods. For instance, the use of tablet PCs and the Kinect motion-sensing platform in classroom instruction have been shown to be very effective, not only in attracting and motivating students’ interest, but also by increasing their desire to participate in learning activities. The purposes of this dissertation were to provide students with gesture- and movement-based interactions in a game-based learning situation, eliciting educational benefits in part by allowing dynamic in-game activities, maintaining student interest in the learning process, and supporting deeper engagement. The games heightened the students’ awareness and experience of the learning process, strengthened their learning motivation, enhanced their flow experience, and improved their overall learning performance. The dissertation has covered three studies: The first study explored whether challenging games were more able than matching games to improve students’ motivation, flow experience, self-efficacy for technology, self-efficacy for science, feelings about a TPC game, and satisfaction with the learning approach. The findings showed that the students in the experimental group achieved better flow experience, learning performance, and satisfaction, than those in the control group. The second study explored the effectiveness of a multi-touch interactive jigsaw puzzle in the learning of geographical concepts. Both studies revealed statistically significant differences between experimental and control groups on measures of learning performance and satisfaction. The results indicated that the learning performance of each group significantly improved after the experiment. In particular, moderate gaming difficulty led to the best learning performance for learners. A comparison of learners who did not use scaffolding to solve problems, as opposed to those who did, showed the level of the zone of proximal development (ZPD) in this context. Moreover, the analysis of satisfaction evaluations by learners with or without scaffolding showed statistically significant differences in learning satisfaction. Finally, this study revealed that students tended to be over-reliant on scaffolding tools during the game, which prevented them from internalizing knowledge through the interactive learning process. The third study explored to compare the influence of the single-player game (treatment 1) to that of the collaborative game (treatment 2) on students’ motivation, self-efficacy for technology, attention levels, and relaxation levels. The Kinect-based game, Body and Brain Connection, was incorporated to help students enhance their attention levels and reduce their anxiety. Participants were 20 college students in a higher education institution in southern Taiwan. Results showed that students in treatment 2 achieved higher learning motivation. In addition, brainwave data revealed that during the gaming activities, students’ attention levels increased in both treatments. In educational environments, adopting the Kinect motion-sensing platform is a potentially effective method for improving students’ attention. This study suggests that instructors can use this kind of platform to create stimulating learning environments to enhance students’ learning performance. In summary, students in challenging game environments have greater flow experience and better learning performance and satisfaction. Additionally, providing appropriate learning support to students in a challenging game scenario can facilitate the ZPD. Finally, brainwave analysis revealed that students’ motivation and relaxation levels can be enhanced effectively in collaborative game situations.