The effects of game-based learning on mathematical confidence and performance: High ability vs. low ability

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Please use this identifier to cite or link to this item: https://ir.lib.ncu.edu.tw/handle/987654321/107610

Title:	The effects of game-based learning on mathematical confidence and performance: High ability vs. low ability
Authors:	陳德懷;Ku, Oskar;Chen, Sherry Y;Wu, Denise H;Lao, Andrew C. C;Chan, Tak-Wai
Contributors:	資訊電機學院網路學習科技研究所
Keywords:	Academic Ability;Academic achievement;Academic learning;Addition;Computer & video games;Computer Games;Copyrights;Correlation;Educational aspects;Educational Facilities Improvement;Educational Games;Educational Technology;Elementary School Students;Fennema Sherman Mathematics Attitudes Scales;Foreign Countries;Full Length Articles;Game Based Learning;Grade 4;Grade 8;Influence of Technology;Instructional Effectiveness;Intermediate Grades;Learner Engagement;Learning;Learning Activities;Learning Motivation;Management;Mann Whitney U Test;Mathematical analysis;Mathematical aptitude;Mathematical knowledge;Mathematics;Mathematics Achievement;Mathematics education;Mathematics Instruction;Mathematics Skills;Mental Computation;Motivation;Outcomes of Education;Posttests;Pretests;Pretests Posttests;Questionnaires;Self Esteem;Statistical Analysis;Student Motivation;Students;Study and teaching;Teaching Methods;Technology application;Video Games;Wilcoxon Matched Pairs Signed Ranks Test
Date:	2014-01-01
Issue Date:	2026-04-23 14:18:51 (UTC+8)
Publisher:	National Taiwan Normal University;Palmerston North: International Forum of Educational Technology & Society
Abstract:	摘要： Many students possess low confidence toward learning mathematics, which, in turn, may lead them to give up pursuing more mathematics knowledge. Recently, game-based learning (GBL) is regarded as a potential means in improving students' confidence. Thus, this study tried to promote students' confidence toward mathematics by using GBL. In addition, this study also investigated whether GBL is beneficial to all students with various abilities. The results demonstrated that this approach yielded better outcomes than the paper-based setting in both students' confidence and students' performance. The students with high and low levels of ability in the GBL group gained a significant improvement on the confidence toward mathematics. Additionally, low-ability students in the GBL group attained better mathematics performance than those in the paper-based setting. 出版者： Palmerston North: International Forum of Educational Technology & Society 出版日期： 2014-07-01 出處： Educational Technology & Society, 2014-07, Vol.17 (3), p.65-78 資源來源： Chinese Electronic Periodical Services (CEPS) 版權： Copyright 2014 by International Forum of Educational Technology & Society (IFETS) 版權： COPYRIGHT 2014 International Forum of Educational Technology & Society 版權： 2014. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the associated terms available at https://www.j-ets.net/ETS/guide.html 識別號： ISSN: 1176-3647 識別號： ISSN: 1436-4522 識別號： EISSN: 1436-4522 識別號： DOI: 10.30191/ETS.201407_17(3).0006
Appears in Collections:	[Graduate Institute of Network Learning Technology] journal & Dissertation

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