Confusion affects gameplay

Jon Chao Hong, Ming Yueh Hwang*, Kai Hsin Tai, Yen Chun Kuo, Pei Chun Lin

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

3 引文 斯高帕斯(Scopus)

摘要

This study tested key predictions of confusion, which accompanies a state of cognitive conflict triggered by erroneous Chinese characters, for students to detect and correct in an online Chinese reading-correcting game competition. In addition, this study examined how participants' concepts of human intelligence could predict whether they maintained their levels of gameplay anxiety and reflected their intention to join the competition as mediated by epistemic curiosity. There were 189 sixth-grade students who returned the questionnaires, and the results revealed that the incremental theory of language intelligence could predict 2 types of epistemic curiosity (EC): D-type EC was positively correlated to gameplay anxiety, while I-type EC was not significantly associated with gameplay anxiety. Moreover, gameplay anxiety was positively correlated with intention to join the contest. The implication of these findings is that teachers may use scaffolding with a positive effect on incremental theory of language intelligence to encourage students to have more EC.

原文英語
頁(從 - 到)119-126
頁數8
期刊Learning and Individual Differences
59
DOIs
出版狀態已發佈 - 2017 十月

ASJC Scopus subject areas

  • 社會心理學
  • 教育
  • 發展與教育心理學

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