Integrating Board Game Elements, Collaborative Discussion, and Mobile Technology to a Gamification Instructional Activity - A Case of High School Chemical Course
Abstract
In recent years, gamification in learning has been a proliferative topic and is regarded as an effective way to promote students’ learning motivation and engagement in learning. This study applied a Gamified model – CSLS teaching model, which integrated Card-game, Slides, and Learning Sheets for designing a collaborative learning activity to support organic chemical compounds learning. A collection of online materials, which could be accessed via mobile devices, were used as cognitive scaffoldings. The learning activity was employed in a high school of northern Taiwan with 72 participants. In addition, as a comparison to the CSLS model, a conventional lecture-based instruction was employed with 79 participants in the same school. Both groups were taught by the same teacher. Results of comparing the learning performance between the two groups indicated that the students in the gamified learning activity showed significantly greater improvement than students in lecture-based teaching model did. This study also introduced a formative approach to oversee and analyze students’ learning progress in the collaborative learning process. Results indicated that students showed progressive improvement while the learning activity in progress. These findings suggested that CSLS teaching model could be an effective approach to promote learning.
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