Traditional games in elementary school: Relationships of student’s personality traits, motivation and experience with learning outcomes
Journal
PloS one
Date Issued
2018-08-20
Author(s)
Trajkovik, Vladimir
Malinovski, Toni
Vasileva-Stojanovska, Tatjana
Vasileva, Marina
Abstract
This study promotes a novel teaching approach for integration of children’s traditional
games in elementary school program. It gives description of six traditional games and their
educational prospects, implemented in six learning sessions in five elementary schools in
Macedonia, involving 102 students. The comparison of learning achievements between
these learning sessions and standard classes revealed increased students’ learning performance on comparable topics. To understand the reason for improvement, we have surveyed students after each session and tested the gathered data set via the development of
a structural equation model that examines the relationships between student’s personality
traits, motivation and experience with learning outcomes. The findings show that students’
achievements were directly influenced by students’ intrinsic and extrinsic motivational factors, as well as perceived experience. Additionally, the integration of traditional games in the
elementary school classroom was equally accepted among all students, since their personality traits did not directly influence their experience or learning outcomes. Still, the link
between the students’ personality dimensions and motivation revealed that introvert children
might have slightly increased motivation and possibility to open up during game-play in such
collaborative environments.
games in elementary school program. It gives description of six traditional games and their
educational prospects, implemented in six learning sessions in five elementary schools in
Macedonia, involving 102 students. The comparison of learning achievements between
these learning sessions and standard classes revealed increased students’ learning performance on comparable topics. To understand the reason for improvement, we have surveyed students after each session and tested the gathered data set via the development of
a structural equation model that examines the relationships between student’s personality
traits, motivation and experience with learning outcomes. The findings show that students’
achievements were directly influenced by students’ intrinsic and extrinsic motivational factors, as well as perceived experience. Additionally, the integration of traditional games in the
elementary school classroom was equally accepted among all students, since their personality traits did not directly influence their experience or learning outcomes. Still, the link
between the students’ personality dimensions and motivation revealed that introvert children
might have slightly increased motivation and possibility to open up during game-play in such
collaborative environments.
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