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Direct linkKun Huang; Ching-Huei Chen – Journal of Computer Assisted Learning, 2025
Background: Digital game-based learning (DGBL) has shown promise in enhancing learning and motivation, with appropriate scaffolding playing a crucial role in facilitating student inquiries and knowledge acquisition through science games. While scaffolding is generally effective in promoting learning in DGBL, there is variability among different…
Descriptors: Video Technology, Educational Technology, Artificial Intelligence, Computer Mediated Communication
Lin, Yu-Ren – Journal of Computer Assisted Learning, 2018
The present study defined three levels of contextualized media and investigated their influences on students' science attitudes, comprehension, and argumentation. To achieve the purpose, an online game-based science argumentation (OGSA) program was developed for the experiments (N = 148). The OGSA included three versions for student argumentation…
Descriptors: Computer Games, Science Instruction, Persuasive Discourse, Prior Learning
Hsiao, H-S.; Chang, C-S.; Lin, C-Y.; Hu, P-M. – Journal of Computer Assisted Learning, 2014
In this study, we developed a digital game-based learning (DGBL) system, called the ToES, to foster students' creativity. Fifty-one fifth-grade students from two classes in a public school in Taipei, Taiwan, were recruited and consented to participate. Both classes consisted of students with mixed abilities studying a foundation unit entitled…
Descriptors: Foreign Countries, Creativity, Elementary School Students, Science Instruction
