TY - JOUR
T1 - Connecting digital elements with physical learning contexts
T2 - an educational escape-the-room game for supporting learning in young children
AU - Chou, Pao Nan
AU - Chang, Chi Cheng
AU - Hsieh, Shih Wan
N1 - Publisher Copyright:
© 2020 Technology, Pedagogy and Education Association.
PY - 2020/8/7
Y1 - 2020/8/7
N2 - The purpose of the current study was to investigate students’ overall learning process during the implementation of educational escape-the-room games (EERGs) in classrooms. This study adopted a two-stage case-study methodology, namely single-case and multi-case designs. In the first stage, a well-designed EERG for a Chinese language class was developed on a web-based game platform. A total of 15 second-grade students from a public elementary school in Taiwan used tablet computers to engage in problem-solving tasks in the EERG. In the second stage, five schoolteachers from other elementary schools who had adopted similar EERGs in their classrooms in the previous academic year participated in the study to share their instructional experiences. The results indicated that students actively collaborated with their team members to address problem-solving tasks during the EERG activity. Positive collaborative learning experiences and learning attitudes towards the EERG were identified in the students’ self-reflection worksheets.
AB - The purpose of the current study was to investigate students’ overall learning process during the implementation of educational escape-the-room games (EERGs) in classrooms. This study adopted a two-stage case-study methodology, namely single-case and multi-case designs. In the first stage, a well-designed EERG for a Chinese language class was developed on a web-based game platform. A total of 15 second-grade students from a public elementary school in Taiwan used tablet computers to engage in problem-solving tasks in the EERG. In the second stage, five schoolteachers from other elementary schools who had adopted similar EERGs in their classrooms in the previous academic year participated in the study to share their instructional experiences. The results indicated that students actively collaborated with their team members to address problem-solving tasks during the EERG activity. Positive collaborative learning experiences and learning attitudes towards the EERG were identified in the students’ self-reflection worksheets.
KW - Game-based learning
KW - language learning
KW - problem-solving
KW - qualitative research
KW - technology integration
UR - http://www.scopus.com/inward/record.url?scp=85087151774&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85087151774&partnerID=8YFLogxK
U2 - 10.1080/1475939X.2020.1775694
DO - 10.1080/1475939X.2020.1775694
M3 - Article
AN - SCOPUS:85087151774
SN - 1475-939X
VL - 29
SP - 425
EP - 444
JO - Technology, Pedagogy and Education
JF - Technology, Pedagogy and Education
IS - 4
ER -