Remote Blended Game-Based Learning: Integrating Synchronous Game-Based Learning with Asynchronous Inquiry-Based Learning

• Published in: Journal of science education and technology 2024-10, Vol.33 (5), p.746-758
• Main Authors: Li, Cheng-Tai, Hou, Huei-Tse
• Format: Article
• Language: English
• Subjects: Blended learning; Cognitive tasks; Collaboration; Computer & video games; COVID-19; Design of experiments; Education; Educational Technology; Experimental design; Game Based Learning; Game theory; High School Students; Inquiry method; Internet; Learning; Learning activities; Pandemics; Problem solving; Science Education; Students
• ISSN: 1059-0145; 1573-1839
• DOI: 10.1007/s10956-024-10118-8

The COVID-19 pandemic has drawn the attention of educators to the blended learning model. This study developed a remote blended game-based learning activity that integrates digital game–based learning (DGBL) and blended learning (including online synchronous and asynchronous learning). This method emphasizes that in the online synchronous learning activity, students firstly use mini-educational digital games for group collaborative autonomous pre-learning and then take part in a problem-solving discussion activity guided by the teacher. Afterwards, students complete personal inquiry learning tasks in the asynchronous online activity and conduct asynchronous discussions. This study employed a quasi-experimental design. Participants were 73 senior high school students. The first group used the remote blended game-based learning that integrated DGBL into online synchronous learning. The second group used the face-to-face blended game-based learning approach that integrated DGBL into physical classroom learning. The third group used the remote blended video-based learning that integrated online synchronous video-based learning. The three groups conducted the same online asynchronous inquiry learning tasks. The results found that the remote blended game-based learning activity not only significantly promoted the students’ learning performance in online synchronous learning but also supported their learning performance in online asynchronous learning. Besides, most students’ discussion messages were mostly related to the learning tasks and topic.