Game-based Learning vs. Traditional Instruction
| dc.contributor | 國立臺灣師範大學教育學系 | zh_tw |
| dc.contributor.author | Liao, Y. C. | en_US |
| dc.date.accessioned | 2014-12-02T06:35:30Z | |
| dc.date.available | 2014-12-02T06:35:30Z | |
| dc.date.issued | 2010-03-29 | zh_TW |
| dc.description.abstract | A meta-analysis was performed to synthesize existing research comparing the effects of game-based learning (GBL) versus traditional instruction (TI) on students’ affective outcomes in Taiwan. Twenty-six studies were located from five sources, and their quantitative data were transformed into Effect Size (ES). The overall grand mean of the study-weighted ES for all 26 studies was 0.64. The results suggest that GBL has a greater effect than TI on promoting student affective outcomes in Taiwan. In addition, five of the twelve moderator variables selected for this study had a statistically significant impact on the mean ES. The results from this study suggest that the effects of GBL are positive compared to TI. The analyses of moderator variables also provided some valuable implications for verifying the effects of implementing game-based learning in educational settings. | en_US |
| dc.identifier | ntnulib_tp_A0111_02_014 | zh_TW |
| dc.identifier.uri | http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/38704 | |
| dc.language | en_US | zh_TW |
| dc.relation | Society for Information Technology and Teacher Education 21th International Conference (pp. 1491-1498). Chesapeake, VA: AACE. | en_US |
| dc.subject.other | game-based learning | en_US |
| dc.subject.other | attitudes | en_US |
| dc.subject.other | affective outcomes | en_US |
| dc.subject.other | meta-analysis | en_US |
| dc.title | Game-based Learning vs. Traditional Instruction | en_US |
| dc.title.alternative | A Meta-analysis of thirty-eight studies from Taiwan. | en_US |
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