It is a case study in which 2 undergraduate students are taught English by using the game called ‘Twister’ which is adapted for teaching. Kopinak (1999) states that more detailed and multi-layered information about the fact under study would be provided from using more instruments. Kopinak (1999) defines multi-method triangulation as “gathering information pertaining to the same phenomenon through more than one method, primarily in order to determine if there is a convergence and hence, increased validity in research findings” (Kopinak, 1999: 171). Multi-method triangulation is used throughout in this study. These are semi-structured interviews and observation. Two different kinds of qualitative research methods are used to gather the data. This paper aims to find out how games are important and effective when used in EFL classrooms. Our results show that (1) students exhibited science and computational learning gains after engaging with a science unit with computational models and (2) that the use of embedded assessments and discourse analytics tools reveals how students think differently with computational tools throughout the unit. Using pre-post scores, we identified students with both positive and negative gains and examined how each group’s CT practices developed as they engaged with the curricular unit. In this paper, we outline the implementation of an assessment approach for a 10-day high school biology unit with computational thinking activities that examines student pre-post responses as well as responses to embedded assessments throughout the unit. In addition, much of the research on CT has focused on creating generally agreed-upon definitions and curricula, but few studies have empirically tested assessments or used contemporary learning sciences methods to do so. Particularities of the context of the study causing the results and study’s far-reaching implications were discussed.ĭespite STEM education communities recognizing the importance of integrating computational thinking (CT) into high school curricula, computation still remains a separate area of study in K-12 contexts. The results illustrated that the interaction of method and gender had no influence on the achievement. The results ascertained that even though there were significant learning gains in control as well as experimental groups, no substantial significant difference was observed in the achievement across the groups. The control group partook in a lecture-based learning environment for two weeks, whereas the experimental group learned with a digital game-based learning environment. The participants were block-randomized to the groups. We recruited 266 students attending 10th-grade at a public high school. The static-group pre-test post-test design was adopted. To this end, a three dimensional multi-user digital game-based learning environment through Active Worlds game engine was created. In this regard, this piece of work was undertaken so as to reveal the impact of a digital game-based learning environment on the achievement of secondary school participants in the topic of Internet literacy in Turkey. Since the effectiveness of pedagogies relies heavily on the context they are practiced, scholars strive to revalidate them with different participants representing different disciplines, age, cultures and so on.
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