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Effects of the Digital Game-Development Approach on Elementary School Students' Learning Motivation, Problem Solving, and Learning Achievement

Effects of the Digital Game-Development Approach on Elementary School Students' Learning Motivation, Problem Solving, and Learning Achievement

Hui-Chun Chu, Chun-Ming Hung
Copyright: © 2015 |Pages: 16
ISBN13: 9781466682009|ISBN10: 1466682000|EISBN13: 9781466682016
DOI: 10.4018/978-1-4666-8200-9.ch023
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MLA

Chu, Hui-Chun, and Chun-Ming Hung. "Effects of the Digital Game-Development Approach on Elementary School Students' Learning Motivation, Problem Solving, and Learning Achievement." Gamification: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2015, pp. 472-487. https://doi.org/10.4018/978-1-4666-8200-9.ch023

APA

Chu, H. & Hung, C. (2015). Effects of the Digital Game-Development Approach on Elementary School Students' Learning Motivation, Problem Solving, and Learning Achievement. In I. Management Association (Ed.), Gamification: Concepts, Methodologies, Tools, and Applications (pp. 472-487). IGI Global. https://doi.org/10.4018/978-1-4666-8200-9.ch023

Chicago

Chu, Hui-Chun, and Chun-Ming Hung. "Effects of the Digital Game-Development Approach on Elementary School Students' Learning Motivation, Problem Solving, and Learning Achievement." In Gamification: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 472-487. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-8200-9.ch023

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Abstract

In this study, the game-based development approach is proposed for improving the learning motivation, problem solving skills, and learning achievement of students. An experiment was conducted on a learning activity of an elementary school science course to evaluate the performance of the proposed approach. A total of 59 sixth graders from two classes of the elementary school participated in the experiment. One class of 30 students was selected as the experimental group, and the other class of 29 students was the control group. From the experimental results, it was found that the proposed game development-based learning approach could effectively promote the students' problem-solving skills. However, the students' learning achievement and motivations were quite different from our expectations. A discussion of the experimental group interview data is provided and suggestions made.

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