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Playing educational micro-games at high schools: Individually or collectively?
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SYSNO ASEP 0451794 Document Type J - Journal Article R&D Document Type Journal Article Subsidiary J Článek ve WOS Title Playing educational micro-games at high schools: Individually or collectively? Author(s) Brom, C. (CZ)
Levčík, David (FGU-C) RID, ORCID
Buchtová, M. (CZ)
Klement, Daniel (FGU-C) RIDSource Title Computers in Human Behavior. - : Elsevier - ISSN 0747-5632
Roč. 48, Jul (2015), s. 682-694Number of pages 13 s. Language eng - English Country GB - United Kingdom Keywords educational games ; collective play ; learning effects ; secondary education ; classrooms Subject RIV FH - Neurology R&D Projects NT13386 GA MZd - Ministry of Health (MZ) Institutional support FGU-C - RVO:67985823 UT WOS 000353730000074 EID SCOPUS 84924384832 DOI 10.1016/j.chb.2015.02.025 Annotation In this explorative study with between-subject design (N = 166; high school students), we investigated the effectivity of playing two different micro-games in two different ways. After an expository lecture, either students played a game individually at computers, or the teacher played it, while showing it to the class on a projector and prompting the students on how to proceed with the game. Results indicated that the two modes of play were nearly comparable as concerns immediate and one month delayed learning gains, as well as subjective evaluation of educational experience. Immediate test scores for factual questions, but not transfer questions, for one of the games were higher for the individual play (medium effect size). Second, this difference was accompanied by a higher enjoyment in the better performing group (small to medium effect size). The results support the idea that collective play, which is easier to implement in schools, is a method that should be considered in educational design and future research Workplace Institute of Physiology Contact Lucie Trajhanová, lucie.trajhanova@fgu.cas.cz, Tel.: 241 062 400 Year of Publishing 2016
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