Students’ Experience during the Integration of Traditional Games into the Elementary School Programm
Journal
Croatian Journal of Education: Hrvatski časopis za odgoj i obrazovanje
Date Issued
2018-03-30
Author(s)
Vasileva, Marina
Malinovski, Toni
Vasileva-Stojanovska, Tatjana
Trajkovik, Vladimir
Abstract
Even though the potential of game-based learning is widely recognized, we need to
understand students to effectively integrate games in the classroom environment.
This study aims to identify relevant factors that influence students’ experience
during the integration of traditional children’s games into the elementary school
program. The research involved 142 students from different elementary schools
who participated in multiple learning sessions with pure game-based activities or
games technologically enhanced with asynchronous/synchronous distance learning.
A structural equation model was developed and tested using students’ responses to
a survey conducted after each session. The results suggest that students’ experience
is directly influenced by their motivation to participate in the new environment,
their attitude during purely game-based classes, and technological behaviour during
classes with distance learning activities. We also found that students of different
ages showed similar subjective experience and identified a clear distinction between
students’ views and learning outcomes during in-class gaming and asynchronous/
synchronous conditions.
understand students to effectively integrate games in the classroom environment.
This study aims to identify relevant factors that influence students’ experience
during the integration of traditional children’s games into the elementary school
program. The research involved 142 students from different elementary schools
who participated in multiple learning sessions with pure game-based activities or
games technologically enhanced with asynchronous/synchronous distance learning.
A structural equation model was developed and tested using students’ responses to
a survey conducted after each session. The results suggest that students’ experience
is directly influenced by their motivation to participate in the new environment,
their attitude during purely game-based classes, and technological behaviour during
classes with distance learning activities. We also found that students of different
ages showed similar subjective experience and identified a clear distinction between
students’ views and learning outcomes during in-class gaming and asynchronous/
synchronous conditions.
Subjects
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