Facilitating effective digital game-based learning behaviors and learning performances of students based on a collaborative knowledge construction strategy

• Published in: Interactive learning environments 2018-01, Vol.26 (1), p.118-134
• Main Authors: Sung, Han-Yu, Hwang, Gwo-Jen
• Format: Article
• Language: English
• Subjects: Behavior; Behavior Patterns; behavioral patterns; Coding; Collaboration; Computer & video games; Computer Games; Cooperative Learning; digital game-based learning; Education; Educational Games; Educational Technology; Elementary School Students; Foreign Countries; Game Based Learning; Game theory; Grade 6; Group Dynamics; Knowledge; Knowledge acquisition; Knowledge construction mechanism; Knowledge Level; Learning; Learning Processes; Likert Scales; Natural Sciences; online discussion; Pretests Posttests; Problem Solving; Questionnaires; Regression (Statistics); repertory grid; Science Instruction; Self Efficacy; Student Behavior; Students; Teaching Methods; Technology Uses in Education
• ISSN: 1049-4820; 1744-5191
• DOI: 10.1080/10494820.2017.1283334

Researchers have recognized the potential of educational computer games in improving students' learning engagement and outcomes; however, facilitating effective learning behaviors during the gaming process remains an important and challenging issue. In this paper, a collaborative knowledge construction strategy was incorporated into an educational computer game to facilitate students' knowledge sharing and organizing during the game-based learning process. An experiment was conducted to examine the students' learning behavioral patterns, group efficacy, and problem-solving awareness. The experimental results revealed that the proposed approach improved the students' learning achievements and awareness of problem-solving. Moreover, from the analysis of the students' behavior sequences, it was found that, with the collaborative knowledge construction mechanism, the students revealed significantly more aggressive learning behavioral patterns, such as "comparing and observing the learning targets" and "seeking clues and answers" during the gaming process. This implies that integrating the collaborative knowledge construction mechanism into the gaming process has great potential for helping students effectively learn and organize knowledge as well as fostering their awareness of applying the acquired knowledge to dealing with problems.