期刊
INTERNATIONAL JOURNAL OF HUMAN-COMPUTER INTERACTION
卷 32, 期 6, 页码 431-444出版社
TAYLOR & FRANCIS INC
DOI: 10.1080/10447318.2016.1159800
关键词
-
资金
- Ministry of Science and Technology of the Republic of China, Taiwan [MOST 103-2511-S-008-010-MY3, MOST 104-2511-S-008-009-MY3, MOST 104-2511-S-008-008-MY3, MOST 104-2811-S-008-007]
- Research Center for Science and Technology for Learning, National Central University, Taiwan
Existing peer response approaches majorly take place in traditional educational contexts, where students may not be highly motivated. On the other hand, game-based learning takes a joyful way to enhance students' motivation. Accordingly, we propose a joyful peer response (JPR), where game-based learning and peer response are integrated together. Furthermore, two empirical studies were conducted to investigate how high-and low-ability students perform in the JPR and how their perceptions are associated with their performance. Regarding the former, the findings suggest that the JPR is beneficial to high-and low-ability students. Regarding the latter, the findings imply that the writing performance of the high-ability students is majorly related to their perceptions of game elements. On the other hand, the writing performance of the low-ability students is related to their perceptions of both game elements and peer response.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据