A constructionism framework for designing game-like learning systems: Its effect on different learners

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Title:	A constructionism framework for designing game-like learning systems: Its effect on different learners
Authors:	劉晨鐘;Li, Zhong-Zheng;Cheng, Yuan-Bang;Liu, Chen-Chung
Contributors:	資訊電機學院資訊工程學系
Keywords:	Active Learning;CAI;Computer & video games;Computer assisted instruction;Computer Games;Computer Simulation;Construction;Design engineering;Education;Educational Games;Engineering Education;Foreign Countries;Games;Guidelines;Instructional Design;Learning;Learning Activities;Learning Experience;Learning Motivation;Learning Strategies;Perception;Prior Learning;Software engineering;Students;Taiwan;Teaching Methods
Date:	2013-03-01
Issue Date:	2026-04-23 13:02:25 (UTC+8)
Publisher:	Oxford, UK: Blackwell Publishing Ltd
Abstract:	摘要： Game‐like learning systems such as simulation games and digital toys are increasingly being applied to foster higher‐level abilities in educational contexts, as they may facilitate an active learning experience. However, the effect of such game‐like learning systems is not guaranteed because students may only be interested in the fantasy interfaces and the elaborate scenarios, rather than in the learning tasks. In this vein, the study presented in this paper addresses this issue from the perspective of constructionism. A design framework based on constructionism, which highlights the principles of construction as the goal, low‐threshold–high‐ceiling and computer simulation is proposed for designing game‐like learning systems. An evaluation was conducted to investigate the influence of the framework on the flow experiences and learning strategies of different students. The results of this study show that computer simulation is an integral component to promote exploratory learning activities. The results of this study also indicate that the framework was particularly helpful for those students with low background knowledge in balancing challenge and skill perceptions. For those students with middle and high level background knowledge, it also promoted the learning experience by either reducing the challenge perception or promoting the skill perception. Such findings suggest that the constructionism framework is a particularly important design guideline to engage students of different levels in active learning activities. Practitioner Notes What is already known about this topic • Computer games are increasingly being applied to foster higher‐level abilities in educational contexts. • Learning with a game is sensitive to individual differences. What this paper adds • A game design framework based on constructionism is proposed to illustrate how low‐threshold–high‐ceiling principle and computer simulations may be used to help students of different levels learn with games. Implications for practice and/or policy • Computer simulation is an integral component to promote exploratory learning activities. • The constructionism framework was mostly helpful for those students with low background knowledge in balancing challenge and skill perceptions. • The low‐threshold–high‐ceiling principle is a particularly important design guideline to engage students of different levels in active learning activities. 出版者： Oxford, UK: Blackwell Publishing Ltd 出版日期： 2013-03 出處： British journal of educational technology, 2013-03, Vol.44 (2), p.208-224 資源來源： Education Resources Information Center (ERIC) 版權： 2012 The Authors. British Journal of Educational Technology © 2012 BERA 版權： British Educational Research Association © 2013 BERA 識別號： ISSN: 0007-1013 識別號： EISSN: 1467-8535 識別號： DOI: 10.1111/j.1467-8535.2012.01305.x 識別號： CODEN: BJETAH
Appears in Collections:	[Department of Computer Science and information Engineering] journal & Dissertation

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