Chan Kok Yew Gary, Tan Swee Liang, Hew Khe Foon Timothy, Koh Bernie Grayson, Lim Li Siong, Yong Jose C
Singapore Management University, Singapore, Singapore.
Res Pract Technol Enhanc Learn. 2017;12(1):7. doi: 10.1186/s41039-016-0045-1. Epub 2017 Jan 26.
Game-based constructivist learning has gained considerable attention as educational institutions aim to move from traditional instructional teaching to interactive and collaborative methods. The question is less asked of games should be used in teaching but rather games should be used to create deep learning in students. In light of this movement, the , or , was developed. This case study tackles the research question of how games may be designed to harness the benefits of constructivist learning. It first documents the conceptualization of GIGAME and next proposes theoretical frameworks that can be used to guide the development and evaluation of constructivist learning games. Through trial runs on two undergraduate law of torts classes, feedback was gathered from students and the instructor of these classes regarding their perceptions of GIGAME, including learning effectiveness and satisfaction. The feedback suggests that GIGAME can serve as a form of game-based constructivist learning as most students indicated that the game helped consolidate their course knowledge while having fun. These qualitative findings are useful for guiding the development of other games that similarly aim to promote socially interactive and constructivist learning environments. This case study recommends the use of GIGAME in classes, although refinements can still be made to its gameplay.
随着教育机构旨在从传统的讲授式教学转向互动和协作式方法，基于游戏的建构主义学习受到了广泛关注。人们较少关注游戏是否应在教学中使用，而更多关注游戏是否应被用于在学生中创造深度学习。鉴于这一趋势，[游戏名称未给出，此处为原文中缺失部分，可能影响理解]得以开发。本案例研究探讨了如何设计游戏以利用建构主义学习的益处这一研究问题。它首先记录了[游戏名称未给出，此处为原文中缺失部分，可能影响理解]的概念化过程，接着提出了可用于指导建构主义学习游戏开发和评估的理论框架。通过在两个本科侵权法班级进行试运行，收集了这些班级的学生和教师对[游戏名称未给出，此处为原文中缺失部分，可能影响理解]的看法的反馈，包括学习效果和满意度。反馈表明，[游戏名称未给出，此处为原文中缺失部分，可能影响理解]可作为一种基于游戏的建构主义学习形式，因为大多数学生表示该游戏在带来乐趣的同时有助于巩固他们的课程知识。这些定性研究结果有助于指导其他同样旨在促进社会互动和建构主义学习环境的游戏的开发。本案例研究建议在课堂上使用[游戏名称未给出，此处为原文中缺失部分，可能影响理解]，尽管其游戏玩法仍可改进。
