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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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

The Effect of Game-Based Learning on Students’ Learning Performance in Science Learning – A Case of "Conveyance Go"

 遊戲式學習對科學學習成效的影響——以《運輸工具GO》為例

摘要

Abstract Many previous studies have demonstrated that learning motivation and efficiency can be enhanced through educational games, and the recent introduction of enriched gaming elements has made such games increasingly popular. The main purpose of this study was to help elementary school student learn science-related concepts by participating in an educational card game, named Conveyance Go. We then investigated the perceptions of students regarding the integration of the game into science learning as well as the educational benefits of the game with regard to learning performance. A one-group pretestposttest design was used with eighteen 5th grade students from a single elementary school in northern Taiwan. The students demonstrated positive attitudes toward the use of the educational card game in science learning. Our results also demonstrate the effectiveness of the proposed education card game in improving the students’ scientific knowledge of transport and energy.

作者關鍵字

game-based learning; educational card game; science learning; game design

項目	內容摘要	翻譯
研究目的	To investigate the effects of an educational card game, "Conveyance Go," on elementary school students' learning performance and attitudes in science learning.	探討教育卡牌遊戲《運輸工具GO》對小學生科學學習成效與態度的影響。
研究問題	1. How does the card game influence students’ scientific knowledge acquisition?2. Does the game improve students' attitudes and motivation toward learning science?	1. 卡牌遊戲如何影響學生的科學知識習得？2. 此遊戲是否提升學生對學習科學的態度與動機？
研究方法	- Participants: 18 elementary students (grades 3-6) in Taiwan.- Design: One-group pretest-posttest design.- Tools: Pretest, posttest, and satisfaction questionnaire.	- 參與者：18名台灣小學生（三至六年級）。- 設計：單組前後測設計。- 工具：前測、後測及滿意度問卷。
主要結果	1. Posttest scores (M=92.13, SD=8.80) were significantly higher than pretest scores (M=83.33, SD=11.43; t=-3.32, p<0.01).2. Students expressed high satisfaction with the game.	1. 後測得分（M=92.13, SD=8.80）顯著高於前測得分（M=83.33, SD=11.43; t=-3.32, p<0.01）。2. 學生對遊戲表達高度滿意。
研究限制	- Small sample size.- Limited to a single science topic: transport and energy.- Short experimental duration (120 minutes).	- 樣本數量少。- 僅限於單一科學主題：運輸與能源。- 實驗時間較短（120分鐘）。
未來研究方向	1. Expand to other science topics and grade levels.2. Investigate long-term effects of game-based learning.3. Examine group dynamics and student-student interactions.	1. 擴展至其他科學主題與年級。2. 探討遊戲式學習的長期效果。3. 檢視小組動態與學生之間的互動影響。

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Liu, E. Z. F., & Chen, P. K. (2013). The effect of game-based learning on students’ learning performance in science learning – A case of "Conveyance Go." Procedia - Social and Behavioral Sciences, 103, 1044–1051. https://doi.org/10.1016/j.sbspro.2013.10.430

Educational board game and flashcard: Which one is better for learners at beginner level of Chinese language?

 教育桌遊與單字卡：哪種對初級對外華語學習者更有效？

摘要

The purpose of this study is to compare the impacts of flashcard and board games on the learning motivation, flow experience, and learning outcomes of learners of Chinese language. The subjects of this research were 34 learners who took beginner Chinese courses. Empirical research found out that both flashcard and board games have positively significant effects on learners’ learning motivation, flow experience and learning outcomes. In which, learners in the board game group have significantly higher learning outcomes than those in the flashcards group. However, the learning motivation and flow experience of the flashcard group are significantly higher than that of the educational board game group. 

作者關鍵字

Board games; Chinese-language teaching; Flashcards; Game-based learning

項目	內容摘要	翻譯
研究目的	To compare the impacts of educational board games and flashcards on learning motivation, flow experience, and learning outcomes among beginner-level Chinese learners.	比較教育桌遊與單字卡對初級中文學習者的學習動機、沉浸體驗及學習成果的影響。
研究問題	1. Which tool better enhances learning motivation?2. Which tool improves flow experience more effectively?3. Which tool leads to higher learning outcomes?	1. 哪種工具更能提升學習動機？2. 哪種工具更有效改善沉浸體驗？3. 哪種工具能帶來更高的學習成果？
研究方法	- Participants: 34 beginner-level Chinese learners divided into control (16) and experimental (18) groups.- Tools: Learning motivation scale, flow experience scale, and pre-/post-tests.- Duration: 3 weeks.	- 參與者：34名初級中文學習者，分為控制組（16人）與實驗組（18人）。- 工具：學習動機量表、沉浸體驗量表及前後測。- 時長：3週。
主要結果	1. Flashcards significantly improved learning motivation and flow experience compared to board games.2. Board games led to significantly higher learning outcomes.	1. 單字卡在提升學習動機和沉浸體驗方面顯著優於桌遊。2. 桌遊在學習成果上顯著高於單字卡。
研究限制	- Limited sample size.- Short experiment duration.- Focused only on beginner-level Chinese learners.	- 樣本數量有限。- 實驗時長較短。- 僅針對初級中文學習者。
未來研究方向	1. Explore the use of board games for intermediate or advanced learners.2. Investigate the integration of digital tools with board games or flashcards.3. Conduct longitudinal studies on sustained impacts.	1. 探索桌遊在中高級學習者中的應用。2. 研究數位工具與桌遊或單字卡的結合應用。3. 開展縱向研究以評估長期影響。

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Wen, J.-M., Do, H.-D., Liu, E. Z.-F., Lin, C.-H., & Huang, S. K. (2020). Educational board game and flashcard: Which one is better for learners at beginner level of Chinese language? International Journal of Serious Games, 7(4), 89–102. https://doi.org/10.17083/ijsg.v7i4.347

Game-Based Language Learning in Technological Contexts: An Integrated Systematic Review and Bibliometric Analysis

 技術情境中的遊戲式語言學習：綜合系統性文獻回顧與文獻計量分析

摘要

In the COVID-19 pandemic, delivering learning content to students via the use of technologies has become mainstream. Among various technology-supported learning modes, game-based language learning (GBLL) has been considered an effective approach to engaging learners in joyful and interactive contexts. This study aims to provide an overview of GBLL using bibliometric mapping analysis and coding analysis. This systematic review provides a scoping overview of empirical evidence on the use and impacts of games in language learning from 1989 to 2020. Based on a set of criteria retrieved from the Web of Science, 101 articles were analyzed. The coding analysis were three aspects to identify the research issues, performance issues, and interaction issues. Moreover, in a comprehensive review of the research on GBLL, insights are provided for educators and future research. The findings differing from those of previous reviews can serve as a reference for researchers on GBLL-related studies.

作者關鍵字

Bibliometric Mapping Analysis, Game-Based Learning, Language Education, Literature Review, TechnologySupported Learning

項目	內容摘要 (英文)	翻譯 (繁體中文)
研究背景與目的	Game-based language learning (GBLL) has gained attention due to its interactive and enjoyable contexts for language education. This study systematically reviews GBLL literature and uses bibliometric and coding analysis to identify research trends, issues, and impacts.	遊戲化語言學習（GBLL）因其互動性和趣味性的學習環境而受到關注。本研究系統回顧了相關文獻，並通過文獻計量和編碼分析探索研究趨勢、問題與影響。
研究方法	Systematic review and bibliometric analysis of 101 GBLL studies (1989–2020) using Web of Science database. Coding covered research methods, learner demographics, strategies, language acquisition, psychological states, game genres, and tools.	利用Web of Science資料庫，系統回顧1989-2020年間的101篇GBLL研究，並對研究方法、學習者特徵、策略、語言習得、心理狀態、遊戲類型與工具進行編碼分析。
主要結果	1. Quantitative methods dominated (70%). 2. English was the most targeted language (71%). 3. Vocabulary learning was the primary focus (49 studies). 4. Higher education and elementary education were the most studied demographics. 5. Computer-based games were the most used environment (69 studies).	1. 量化研究占主導地位（70%）。2. 英語是主要學習目標語言（71%）。3. 詞彙學習是主要研究焦點（49篇研究）。4. 高等教育和小學教育是最常研究的對象。5. 基於電腦的遊戲環境最常被使用（69篇研究）。
討論與建議	Emphasis on mobile and ubiquitous games is growing. Research should expand to other languages and focus on underexplored aspects like grammar, pronunciation, and listening. Greater attention is needed on cognitive load and qualitative methods.	行動和無處不在的遊戲正逐漸受到重視。未來研究應拓展至其他語言，並關注較少探索的領域，如語法、發音和聽力。同時需加強對認知負荷和質性研究的關注。
未來研究方向	1. Develop GBLL for less-studied languages. 2. Explore advanced technologies like AR/VR and metaverse for language learning. 3. Investigate the integration of GBLL into traditional classrooms. 4. Study the long-term impacts of GBLL on learners’ skills and motivation.	1. 開發針對較少研究語言的GBLL。2. 探索AR/VR和元宇宙等先進技術在語言學習中的應用。3. 研究GBLL與傳統課堂的整合方式。4. 探討GBLL對學習者技能與動機的長期影響。

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Hwang, G.-J., Chen, P.-Y., Chu, S.-T., Chuang, W.-H., Juan, C.-Y., & Chen, H.-Y. (2023). Game-based language learning in technological contexts: An integrated systematic review and bibliometric analysis. International Journal of Online Pedagogy and Course Design, 13(1). https://doi.org/10.4018/IJOPCD.316184