Game-based remedial instruction in mastery learning for upper-primary school students

 適用於高年級小學生的掌握學習遊戲化補救教學

摘要

The study examines the effectiveness of using computer games for after-school remedial mastery learning. We incorporated instructional materials related to "area of a circle" into the popular Monopoly game to enhance the performance of sixth-grade students learning mathematics. The program requires that students enter the answers to avoid the shortcomings of multiple-choice questions. Throughout the game, whenever students are unable to answer questions correctly they receive immediate remedial instruction specifically for that question. This study sought to compare the effectiveness of game-based and video-based remedial instruction incorporated with elements of mastery learning. The results demonstrate that (a) both instructional videos and the proposed Monopoly game enhance the learning of mathematical concepts; and (b) the Monopoly game is more effective than instructional videos at leveraging the benefits of mastery learning. The goal of the research was to integrate games and mastery learning into after-school remedial instruction and design a game to practice the steps of mastery learning. 

作者關鍵字

Game-based learning; Learning effectiveness; Mastery learning; Remedial instruction

項目	內容摘要 (英文)	翻譯 (繁體中文)
研究背景與目的	This study investigates the effectiveness of game-based remedial instruction compared to video-based instruction in mastery learning for mathematics.	本研究探討以遊戲為基礎的補救教學與以影片為基礎的補救教學在數學掌握學習中的效果差異。
研究方法	62 sixth-grade students were divided into control (video-based) and experimental (game-based) groups. A Monopoly-style game was used to integrate mastery learning principles.	將62名六年級學生分為控制組（影片教學）與實驗組（遊戲教學）。設計了一款類似大富翁的遊戲，融入掌握學習的原則。
主要結果	1. Both video-based and game-based instruction improved mathematical performance.2. The game-based group showed significantly greater improvement than the video-based group.3. Students in the game-based group exhibited higher engagement and motivation.	1. 影片與遊戲教學均能提升數學表現。2. 遊戲教學組的提升顯著高於影片教學組。3. 遊戲教學組學生表現出更高的參與度與動機。
討論與建議	Game-based remedial instruction can be more engaging and effective by leveraging interactive elements. It should focus on individual pacing and immediate feedback to maximize learning.	遊戲化的補救教學通過互動元素可以更具吸引力與效能，應著重於個別化進度與即時回饋以最大化學習效果。
未來研究方向	1. Investigate the long-term impacts of game-based remedial instruction.2. Explore its application in other subjects like language or science.3. Examine the role of peer collaboration in game-based learning environments.	1. 探討遊戲補救教學的長期影響。2. 探索其在語言或科學等其他學科中的應用。3. 研究同儕合作在遊戲化學習環境中的角色。

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Cite Article

Lin, C.-H., Liu, E. Z.-F., Chen, Y.-L., Liou, P.-Y., Chang, M., Wu, C.-H., & Yuan, S.-M. (2013). Game-based remedial instruction in mastery learning for upper-primary school students. Educational Technology & Society, 16(2), 271–281. Retrieved from https://www.researchgate.net/publication/283749579_Game-Based_Remedial_Instruction_in_Mastery_Learning_for_Upper-Primary_School_Students