Digital Game-based Learning (DGBL) has recently received an increasing amount of attention in the e-Learning community. Research has shown that some of the problems associated with DGBL include students avoiding learning and difficulties documenting if this learning approach is effective. The study utilized a case study approach to ascertain what factors affect learning behavior and learning transfer. Eight sixth-grade students were observed and interviewed. The results showed that the digital games not only promoted active learning but also elicited other more negative learning behaviors such as avoiding the learning materials, utilization of trial and error, and a lack of concentration. These different behaviors were influenced by a game's design and student characteristics. Moreover, we found that the extent of knowledge acquisition, learning ability, and learning motivation were the key factors affecting the performance of Bransfor and Schwartz's (1999) view of far transfer.
|頁（從 - 到）||167-206|
|期刊||Journal of Research in Education Sciences|
|出版狀態||已發佈 - 2010 一月 1|
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