Influences of an inquiry-based ubiquitous gaming design on students' learning achievements, motivation, behavioral patterns, and tendency towards critical thinking and problem solving

In this paper, an inquiry-based ubiquitous gaming approach was proposed. The objective of the study was to enhance students' performances in in-field learning activities. To show the advantages of the approach, an experiment was carried out to assess the effects of it on students' learning achievement, motivation, critical thinking, and problem solving. Furthermore, the students' behavioral patterns were investigated via content and sequential analysis methods. The experimental outcomes show that the approach promoted students' performances of learning achievement and intrinsic motivation; moreover, the students' perceptions of their problem solving and critical thinking were significantly promoted as well. The learning behavior analysis further show that the designated approach stimulated the participants to actively engage in field observation, comparison, and data searching in the context ware in-field learning activity. [ABSTRACT FROM AUTHOR]

[1]  Roger Bakeman,et al.  Observing Interaction: An Introduction to Sequential Analysis , 1986 .

[2]  Yueh-Min Huang,et al.  A Jigsaw-based Cooperative Learning Approach to Improve Learning Outcomes for Mobile Situated Learning , 2014, J. Educ. Technol. Soc..

[3]  Kim Nichols,et al.  How to Support Primary Teachers’ Implementation of Inquiry: Teachers’ Reflections on Teaching Cooperative Inquiry-Based Science , 2015 .

[4]  D. Hoang.  FLOW: The Psychology of Optimal Experience , 2018 .

[5]  Pei-Shan Tsai,et al.  Developing a survey for assessing preferences in constructivist context-aware ubiquitous learning environments , 2012, J. Comput. Assist. Learn..

[6]  Abigail Jurist Levy,et al.  Inquiry-based science instruction—what is it and does it matter? Results from a research synthesis years 1984 to 2002 , 2010 .

[7]  Li-Chun Wang,et al.  The effects of game strategy and preference‐matching on flow experience and programming performance in game‐based learning , 2010 .

[8]  Youngkyun Baek,et al.  Not just fun, but serious strategies: Using meta-cognitive strategies in game-based learning , 2009, Comput. Educ..

[9]  Gwo-Jen Hwang,et al.  A context-aware ubiquitous learning environment for conducting complex science experiments , 2009, Comput. Educ..

[10]  Chien Chou,et al.  Ubiquitous knowledge construction: mobile learning re‐defined and a conceptual framework , 2009 .

[11]  Eric Jamet,et al.  Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness , 2013, Comput. Educ..

[12]  J. Lagowski.  National Science Education Standards , 1995 .

[13]  Jyh-Chong Liang,et al.  Effects of different forms of physiology instruction on the development of students' conceptions of and approaches to science learning. , 2012, Advances in physiology education.

[14]  Chin-Chung Tsai,et al.  The evaluation of different gaming modes and feedback types on game-based formative assessment in an online learning environment , 2015, Comput. Educ..

[15]  E. Deci,et al.  Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. , 2000, Contemporary educational psychology.

[16]  A. Collins,et al.  Situated Cognition and the Culture of Learning , 1989 .

[17]  K. Kiili.  Evaluations of an experiential gaming model , 2006 .

[18]  J. Keller.  Motivational Design for Learning and Performance , 2010 .

[19]  Li-Chun Wang,et al.  Effects of type of exploratory strategy and prior knowledge on middle school students’ learning of chemical formulas from a 3D role-playing game , 2013, Educational Technology Research and Development.

[20]  Gwo-Jen Hwang,et al.  Seamless Connection between Learning and Assessment- Applying Progressive Learning Tasks in Mobile Ecology Inquiry , 2013, J. Educ. Technol. Soc..

[21]  Chin-Chung Tsai,et al.  College students' conceptions of context-aware ubiquitous learning: A phenomenographic analysis , 2011, Internet High. Educ..

[22]  Gwo-Jen Hwang,et al.  A two-tier test approach to developing location-aware mobile learning systems for natural science courses , 2010, Comput. Educ..

[23]  Gwo-Jen Hwang,et al.  Effects of the inquiry-based mobile learning model on the cognitive load and learning achievement of students , 2013, Interact. Learn. Environ..

[24]  Jacob Cohen.  Statistical Power Analysis for the Behavioral Sciences , 1969, The SAGE Encyclopedia of Research Design.

[25]  Gwo-Jen Hwang,et al.  Effects of mobile learning time on students' conception of collaboration, communication, complex problem-solving, meta-cognitive awareness and creativity , 2014, Int. J. Mob. Learn. Organisation.

[26]  Wouter R. van Joolingen,et al.  Inquiry-Based Whole-Class Teaching with Computer Simulations in Physics , 2015 .

[27]  Chin-Chung Tsai,et al.  A context-aware ubiquitous learning approach to conducting scientific inquiry activities in a science park , 2012 .

[28]  Werner Geiger,et al.  Comparing the effects of mobile computers and traditional approaches in environmental education , 2010, Comput. Educ..

[29]  P. Lachenbruch.  Statistical Power Analysis for the Behavioral Sciences (2nd ed.) , 1989 .

[30]  R. Oliver.  Engaging first year students using a Web-supported inquiry-based learning setting , 2008 .

[31]  Janet F. Carlson,et al.  The relative effects and equity of inquiry‐based and commonplace science teaching on students' knowledge, reasoning, and argumentation , 2009 .

[32]  Jaime Sánchez,et al.  Problem solving and collaboration using mobile serious games , 2011, Comput. Educ..

[33]  Henry Been-Lirn Duh,et al.  An Investigation of University Students’ Collaborative Inquiry Learning Behaviors in an Augmented Reality Simulation and a Traditional Simulation , 2014, Journal of Science Education and Technology.

[34]  Wolff-Michael Roth,et al.  Enhancing Primary School Students' Knowledge about Global Warming and Environmental Attitude Using Climate Change Activities , 2015 .

[35]  Liyan Song,et al.  Digital Game-Based Learning , 2014 .

[36]  HwangGwo-Jen,et al.  A contextual game-based learning approach to improving students' inquiry-based learning performance in social studies courses , 2015 .

[37]  Gwo-Jen Hwang,et al.  A contextual game-based learning approach to improving students' inquiry-based learning performance in social studies courses , 2015, Comput. Educ..

[38]  Wen-Hao Huang,et al.  Sustaining iterative game playing processes in DGBL: The relationship between motivational processing and outcome processing , 2010, Comput. Educ..

[39]  Bayram Coştu,et al.  Effect of the 5E Model on Prospective Teachers’ Conceptual Understanding of Diffusion and Osmosis: A Mixed Method Approach , 2013 .

[40]  Danielle S. McNamara,et al.  Game-based practice versus traditional practice in computer-based writing strategy training: effects on motivation and achievement , 2014 .

[41]  L. Nadelson,et al.  Motivational engagement and video gaming: a mixed methods study , 2010 .

[42]  Ying-Shao Hsu,et al.  A Design Model of Distributed Scaffolding for Inquiry-Based Learning , 2015 .

[43]  Philip Smith.  Roger Bakeman John M. Gottman , 1987, Animal Behaviour.

[44]  Gwo-Jen Hwang,et al.  Interaction between gaming and multistage guiding strategies on students' field trip mobile learning performance and motivation , 2016, Br. J. Educ. Technol..

[45]  Thomas W. Malone,et al.  Toward a Theory of Intrinsically Motivating Instruction , 1981, Cogn. Sci..

[46]  Kathy Cabe Trundle,et al.  Conducting guided inquiry in science classes using authentic, archived, web-based data , 2011, Comput. Educ..

[47]  Jia Zhang,et al.  The development and evaluation of an augmented reality-based armillary sphere for astronomical observation instruction , 2014, Comput. Educ..

[48]  Van Booven,et al.  Revisiting the Authoritative–Dialogic Tension in Inquiry-Based Elementary Science Teacher Questioning , 2015 .

[49]  Roy D. Pea,et al.  Addressing the Challenges of Inquiry-Based Learning Through Technology and Curriculum Design , 1999 .

[50]  Niwat Srisawasdi,et al.  A Learning Cycle Approach to Developing Educational Computer Game for Improving Students' Learning and Awareness in Electric Energy Consumption and Conservation , 2015, J. Educ. Technol. Soc..

[51]  P. Pintrich.  A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ). , 1991 .

[52]  Annelies Raes,et al.  Scaffolding information problem solving in web-based collaborative inquiry learning , 2012, Comput. Educ..

[53]  Marcelo Milrad,et al.  Mobile Inquiry Learning in Sweden: Development Insights on Interoperability, Extensibility and Sustainability of the LETS GO Software System , 2014, J. Educ. Technol. Soc..

[54]  Byung-Ro Lim,et al.  Challenges and issues in designing inquiry on the Web , 2004, Br. J. Educ. Technol..