Integrating a moral reasoning game in a blended learning setting: effects on students' interest and performance

被引:8
作者
Hong, Jon-Chao [1 ]
Hwang, Ming-Yueh [1 ]
Wu, Nien-Chen [1 ]
Huang, Ying-Luan [1 ]
Lin, Pei-Hsin [1 ]
Chen, Yi-Ling [1 ]
机构
[1] Natl Taiwan Normal Univ, Room 506,129 He Ping East Rd,162 Sect 1,POB 7-513, Taipei, Taiwan
关键词
cooperative/collaborative learning; interactive learning environments; media in education; MOTIVATION; MODEL; STAGE;
D O I
10.1080/10494820.2014.908926
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
A new approach to moral education using blended learning has been developed. This approach involves 10 scenarios that are designed as a web-based game and serves as a basis for group moral-consequence-based reasoning, which is developed based on a hypothetical-deductive model. The aim of the study was to examine the changes in students' blended learning interest and reasoning ability in a time series experimental design. After playing the game with the 10 initial scenarios during the first week of the study, participants were subjected to five blended learning sessions that required them to discuss the consequences of one of the 10 scenarios using hypothetical-deductive reasoning. After six weeks, the data from the 110 participants were analyzed using time series statistics. The results indicated that players were highly interested in the game, although their interest had a tendency to decrease slightly over time. Repetitive game play (i.e. practice) was positively associated with the players' moral reasoning performance. The study results may lend support to the design of a game with additional or more highly complex content for players to further develop students' consequential reasoning ability.
引用
收藏
页码:572 / 589
页数:18
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