Paper Info
Title
Learning online: a comparative study of a situated game-based approach and a traditional web-based approach
Abstract
“Online Learning” has been commonly viewed as a mechanism for empowering improved learning outcome, increased flexibility of aligning the individual need of learners, and better quality of educational interaction. In fact, a lot of “digitized” and “ready-to-use” learning and teaching resources are already available online; nevertheless, we must not confuse quantity and quality, as these resources may just continue to perpetuate teacher-centred approaches, rather than student-centred approaches. The present research aimed to compare the educational values, learning effectiveness, students and teachers' perceptions of a new online educational paradigm – Situated Game-based Learning with Traditional Web-based Learning in secondary education in Hong Kong. A combination of quantitative and qualitative research methods were employed for data collection and analysis. Results showed that, under the present research settings, although no significant difference of students' learning outcome with respect to these two approaches was found, the participating students and teachers were quite positive towards the educational paradigm of Situated Game-based Learning. This provides vital insights and a basis for further investigating the paradigm's application and development for learning and teaching.
Year
DOI
Venue
2006
10.1007/11736639_65
Edutainment
Keywords
Field
DocType
online learning,educational paradigm,new online educational paradigm,game-based approach,educational interaction,educational value,traditional web-based learning,present research,comparative study,qualitative research method,situated game-based learning,traditional web-based approach,present research setting,qualitative research methods,online education,data collection
Experiential learning,Educational technology,Open learning,Learning sciences,Active learning,Computer science,Simulation,Knowledge management,Synchronous learning,Blended learning,Cooperative learning,Multimedia
Conference
Volume
ISSN
ISBN
3942
0302-9743
3-540-33423-8
Citations 
PageRank 
References 
4
0.61
2
Authors
5
Name
Order
Citations
PageRank
M. S. Y. Jong140.61
Junjie Shang2369.18
F. L. Lee3162.67
Jimmy Ho-man Lee470374.98
H. Y. Law540.95