東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

FindBook

Google Book

Amazon

博客來

Game-Based Learning and the Coherence Principle : = Their Effects on Learning Outcomes and Self-Efficacy.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Game-Based Learning and the Coherence Principle :/
其他題名:	Their Effects on Learning Outcomes and Self-Efficacy.
作者:	Harden, Tania.
面頁冊數:	1 online resource (273 pages)
附註:	Source: Dissertations Abstracts International, Volume: 83-12, Section: A.
Contained By:	Dissertations Abstracts International83-12A.
標題:	Instructional design. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29167097click for full text (PQDT)
ISBN:	9798802721223

Game-Based Learning and the Coherence Principle : = Their Effects on Learning Outcomes and Self-Efficacy.
Harden, Tania.

Game-Based Learning and the Coherence Principle :Their Effects on Learning Outcomes and Self-Efficacy. - 1 online resource (273 pages)

Source: Dissertations Abstracts International, Volume: 83-12, Section: A.

Thesis (Ed.D.)--Idaho State University, 2022.

Includes bibliographical references

This purpose of this study was to examine the effects of game-based learning and the coherence principle on student outcomes and self-efficacy compared to a multimedia tutorial. The relationship between perceived self-efficacy posttreatment and student outcomes was also explored. Participants included 99 undergraduate students in the information literacy portion of a first-year seminar course in fall 2021 at a rural, public university in the Intermountain West. Student outcomes were measured by a posttest assessment. Perceived self-efficacy was measured by the Using Information Responsibly Self-Efficacy Survey (UIRSES) scale both pre- and posttreatment. The participants were randomly assigned to one of three treatment groups. The multimedia learning (MT) group (n = 38) received instruction using multimedia tutorials. The game-based learning (G1) group (n = 36) received instruction using a virtual escape room game that contained minimal extraneous content. The game-based learning (G2) group (n = 26) received instruction using the same virtual escape room game as the G1 group, but the G2 treatment contain more extraneous content in the form of interesting topic related, but unnecessary factoids. All instruction was conducted asynchronously online. Results indicated there were no statistically significant differences between test scores based on teaching method. This study found a statistically significant difference overall in perceived self-efficacy from pre- to posttreatment across the different teaching methods. When looked at individually, all three teaching methods resulted in gains in perceived self-efficacy, however, none of the differences between groups were statistically significant. Overall, a small, statistically significant correlation was found between posttreatment perceived self-efficacy scores and test scores. When examined individually, all three treatment groups showed a positive correlation between posttreatment perceived self-efficacy scores and test scores, but none were found to be statistically significant. Each treatment resulted in larger positive correlation between posttreatment perceived self-efficacy survey scores and test scores than between pretreatment perceived self-efficacy survey scores and test scores, indicating that all instructional treatments increased the alignment between the participant's perception of their abilities and their actual achievement.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798802721223Subjects--Topical Terms:

3172279
Instructional design.
Subjects--Index Terms:

Cognitive theoryIndex Terms--Genre/Form:

542853
Electronic books.

Game-Based Learning and the Coherence Principle : = Their Effects on Learning Outcomes and Self-Efficacy.
LDR:03790nmm a2200373K 4500 001 2361684
005 20231027101254.5
006 m o d
007 cr mn ---uuuuu
008 241011s2022 xx obm 000 0 eng d
020 $a 9798802721223
035 $a (MiAaPQ)AAI29167097
035 $a AAI29167097
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Harden, Tania. $3 3702371
245 1 0 $a Game-Based Learning and the Coherence Principle : $b Their Effects on Learning Outcomes and Self-Efficacy.
264 0 $c 2022
300 $a 1 online resource (273 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 83-12, Section: A.
500 $a Advisor: Coffland, David.
502 $a Thesis (Ed.D.)--Idaho State University, 2022.
504 $a Includes bibliographical references
520 $a This purpose of this study was to examine the effects of game-based learning and the coherence principle on student outcomes and self-efficacy compared to a multimedia tutorial. The relationship between perceived self-efficacy posttreatment and student outcomes was also explored. Participants included 99 undergraduate students in the information literacy portion of a first-year seminar course in fall 2021 at a rural, public university in the Intermountain West. Student outcomes were measured by a posttest assessment. Perceived self-efficacy was measured by the Using Information Responsibly Self-Efficacy Survey (UIRSES) scale both pre- and posttreatment. The participants were randomly assigned to one of three treatment groups. The multimedia learning (MT) group (n = 38) received instruction using multimedia tutorials. The game-based learning (G1) group (n = 36) received instruction using a virtual escape room game that contained minimal extraneous content. The game-based learning (G2) group (n = 26) received instruction using the same virtual escape room game as the G1 group, but the G2 treatment contain more extraneous content in the form of interesting topic related, but unnecessary factoids. All instruction was conducted asynchronously online. Results indicated there were no statistically significant differences between test scores based on teaching method. This study found a statistically significant difference overall in perceived self-efficacy from pre- to posttreatment across the different teaching methods. When looked at individually, all three teaching methods resulted in gains in perceived self-efficacy, however, none of the differences between groups were statistically significant. Overall, a small, statistically significant correlation was found between posttreatment perceived self-efficacy scores and test scores. When examined individually, all three treatment groups showed a positive correlation between posttreatment perceived self-efficacy scores and test scores, but none were found to be statistically significant. Each treatment resulted in larger positive correlation between posttreatment perceived self-efficacy survey scores and test scores than between pretreatment perceived self-efficacy survey scores and test scores, indicating that all instructional treatments increased the alignment between the participant's perception of their abilities and their actual achievement.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Instructional design. $3 3172279
650 4 $a Educational technology. $3 517670
653 $a Cognitive theory
653 $a Game-based learning
653 $a Multimedia learning
653 $a Self-efficacy theory
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0447
690 $a 0710
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a Idaho State University. $b College of Education - SPEL. $3 3692665
773 0 $t Dissertations Abstracts International $g 83-12A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29167097 $z click for full text (PQDT)