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An Investigation of Metacognitive Strategy on Learning and Retention for Computer Game-Based Color Instruction
digital game-based learning
The use of digital game-based learning in various educational contexts has become much more popular these days. Many studies have pointed out that digital game-based learning could help learners’ reach greater potential. In Taiwan, nevertheless, the educational authority has hesitated to apply this innovative method to many subjects, which color learning is included. There is a strong relationship between color and personality traits and psychological development. Color could represent children' s internal recognitions. Take upper graders of elementary school as an example, their reactions toward color are emotional and subjective, and increasing understanding of color and practicing color matching could help them recognize colors correctly and link them to their emotions. In order to help develop children’s recognition of color, we should pay more attention to color education in elementary schools to cultivate children' s sense of beauty and relate colors to their daily life. Therefore, a technology-facilitated instructional plan is necessary for improving color education in elementary schools. This study intended to incorporate computer games with color teaching under metacognitive strategy to examine their learning outcome and retention. The subjects were 50 students of 5th and 6th graders from an elementary school in New Taipei City. A post-test and satisfaction scale were been given immediately after the experiment, then a delayed post-test and semi-structured interview were been held two weeks after the end of the post-test to examine the effect of metacognitive strategy on learners’ learning retention and experience. The results of the color instructional experiment showed not only enhanced the learning achievement, but also showed no evidently differences between their result in the moment and retention after the game. Furthermore, the learning achievement of high and low achievers also obviously maintained differences between the high and low retention. It indicated that the game-based color instructional has significant positive affections on color learning and subsequently long-term memory maintenance. Lastly, according to the results of satisfaction scale and semi-structured interview, it would be seen the students have a certain degree of satisfaction with this teaching design and great learning experiences.
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