Game-based remedial instruction in mastery learning for upper-primary school students

NCUIR > College of Liberal Arts at National Central University > Graduate Institute of Learning and Instruction > journal & Dissertation > Item 987654321/108041

Please use this identifier to cite or link to this item: https://ir.lib.ncu.edu.tw/handle/987654321/108041

Title:	Game-based remedial instruction in mastery learning for upper-primary school students
Authors:	劉旨峯;Lin, Chun-Hung;Liu, Eric Zhi-Feng;Chen, Yu-Liang;Liou, Pey-Yan;Chang, Maiga;Wu, Cheng-Hong;Yuan, Shyan-Ming
Contributors:	文學院學習與教學研究所
Keywords:	After School Programs;Comparative Analysis;Computer & video games;Computer Games;Control Groups;Educational Games;Educational technology;Effectiveness studies;Elementary School Students;Experimental Groups;Foreign Countries;Full Length Articles;Geometric Concepts;Instructional Effectiveness;Instructional materials;Learning;Learning Motivation;Mastery Learning;Materials selection;Mathematics;Mathematics education;Mathematics Skills;Methods;Monopoly;Multiple choice;Posttests;Pretests;Remedial education;Remedial Instruction;Remedial teaching;Students;Study and teaching;Taiwan;Video Technology
Date:	2013-04-30
Issue Date:	2026-04-23 14:33:10 (UTC+8)
Publisher:	National Taiwan Normal University;Palmerston North: International Forum of Educational Technology & Society
Abstract:	摘要： The study examines the effectiveness of using computer games for after-school remedial mastery learning. We incorporated instructional materials related to ＂area of a circle＂ into the popular Monopoly game to enhance the performance of sixth-grade students learning mathematics. The program requires that students enter the answers to avoid the shortcomings of multiple-choice questions. Throughout the game, whenever students are unable to answer questions correctly they receive immediate remedial instruction specifically for that question. This study sought to compare the effectiveness of game-based and video-based remedial instruction incorporated with elements of mastery learning. The results demonstrate that (a) both instructional videos and the proposed Monopoly game enhance the learning of mathematical concepts; and (b) the Monopoly game is more effective than instructional videos at leveraging the benefits of mastery learning. The goal of the research was to integrate games and mastery learning into after-school remedial instruction and design a game to practice the steps of mastery learning. 出版者： Palmerston North: International Forum of Educational Technology & Society 出版日期： 2013-04-01 出處： Educational Technology & Society, 2013-04, Vol.16 (2), p.271-281 資源來源： Chinese Electronic Periodical Services (CEPS)_2025 版權： Copyright 2013 by International Forum of Educational Technology & Society (IFETS) 版權： COPYRIGHT 2013 International Forum of Educational Technology & Society 版權： 2013. 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.201304_16(2).0022
Appears in Collections:	[Graduate Institute of Learning and Instruction] journal & Dissertation

Files in This Item:

File	Description	Size	Format
index.html		0Kb	HTML	22	View/Open

社群 sharing

Loading...