Ju-Ling Shih

An investigation‐based learning model for using digital libraries to support mobile learning activities

Purpose – This study proposes a mobile learning model that employs digital libraries to support investigative learning activities. A student‐centered mobile learning activity with self‐guided exploration for physical ecology observation has been conducted to demonstrate the benefits of using digital libraries to support investigation‐based ecology learning activities.Design/methodology/approach – An investigation‐based mobile learning model is proposed and an experiment is designed to show the effectiveness of the learning model, in which the students are asked to answer a series of questions by observing the real‐world learning objects and searching for supplemental materials from a digital library.Findings – The instructional experiment conducted in an elementary school with 64 sixth grade students shows that the innovative approach is able to improve the learning achievement, learning effectiveness, as well as the learning attitudes of the students.Practical implications – The findings of this paper im...

Game factors and game-based learning design model

How to design useful digital game-based learning is a topic worthy of discussion. Past research focused on specific game genres design, but it is difficult to use when the target game genre differs from the default genres used in the research. This study presents macrodesign concepts that elucidates 11 crucial game-design factors, including game goals, game mechanism, game fantasy, game value, interaction, freedom, narrative, sensation, challenges, sociality, and mystery. We clearly define each factor and analyze the relationships among the 11 factors to construct a game-based learning design model. Two application examples are analyzed to verify the usability of the model and the performance of these factors. It can assist educational game designers in developing interesting games.

Experiences of Using a Blended Mobile Learning Approach to Connect Classroom and In-Field Learning Activities in a Local Culture Course

In-field learning activities have been identified as being an important way of helping students connect the knowledge learned in the classroom to real-world contexts. The advancement and popularity of mobile and wireless communication technologies further provide an opportunity to assist students in linking what they have learned in in-field and classroom activities, including their prior knowledge learned from the textbooks and their real-world experiences acquired across time and space. In this chapter, the instructional model and lead-in procedure of conducting learning activities for an elementary school local culture course are reported to demonstrate how mobile and wireless communication technologies can be used to bridge classroom instruction with in-field activities. Some preliminary findings of such a seamless learning approach are also presented and discussed in terms of learning attitudes, self-efficacy, and identification with local culture.

Designing a Role-Play Game for Learning Taiwan History and Geography

In recent years, digital games have been widely used in all fields for learning. Learners are immersed in the context and content, and have increased willingness to participate learning activities which implies the enhancement of learning motivations. The game built in this research was done with Oblivion game engine. First, we design a role-play game script according to the anti-Japanese war history and geography of Southern Taiwan. And then we import interactive map, roles, and contexts to construct the complete scene. We expect that learner can enhance the learning effectiveness to learning Taiwanese history and geography, as well as their learning motivation. The entertaining, challenging, rules, and interactive feedbacks of digital games can be transformed into learning motivations.

A Prototype on a Meta-model for Designing Instructional Pervasive Games

Instructional pervasive game (IPG) is an innovative way in accomplishing m-learning. It has been introduced by various literatures in the past few years. An important critic of IPG is that most game strategy does not take into consideration the anthropological data pertaining to the specific context of use. In response to this issue, we proposed a prototype of a meta-model which puts together several partial perspectives of the IPG discussed in various literatures. Our meta-model emphasizes an urban cultural-rich task as the main goal of an IPG. Context requirement, pedagogy requirement, and design requirement form the main body of the meta-model. The elements of each requirement are also discussed in accordance with the related literatures. We also suggested a set of checklists based on our meta-model. Each set of the checklist depicts specific tasks to be accomplished. These checklists may be served as an initial reference for IPG designers. More rigid verification process for the meta-model is underway to validate the trustworthiness of the model.

The development of mobile learning system for local history and geography of Taiwan

The purpose of this research is to create a technology-integrated environment where learners can be immersed in the authentic environment to learn Taiwan local history and geography using mobile learning system. Learners conduct investigations with the guidance of the PDA in the Q&A style.

A Preliminary Outcome-Oriented Review of Game-Based Learning Research

This literature review summarizes research on game-based learning based on the categories of research outcomes. The analysis include total of 25 research papers that are published in this decade. They are categorized into four parts: cognitive aspect, affective aspect, psychomotor skill aspect, and behavior. In spite of cross-aspect of each research, we found that more researches focus on the impact of games on cognitive and affective aspects as well as the observation on related behaviors, and less on psychomotor skill aspects. Continued study is needed to provide in-depth qualitative analysis on the theories, methods, and results of these researches, which conclusion might direct us to future trends of game-based learning researches.

Game-Based Career Guidance Systems Design Concept

Although schools and government agencies actively provide career guidance service in Taiwan, most college graduates are still troubled about their career choices. This study attempts to design a digital game for career planning. The advantage of digital games is to improve peoples motivation and interest for career direction seeking, and guiding them to explore career that suit them. This paper aims to assess the feasibility of a career game, and propose possible approaches for making game-based career guidance system.

Analysis of Seven Important Studies in Research of Joyful Learning and Society

Due to the development of technology, lots of attractive multimedia effect was used in digital games and games become more and more popular. In Taiwan, a special Issue Group, Joyful Learning and Society, was developed, and one of the issues the group focuses on was how to use digital game to enhance students’ learning. One of the ongoing tasks was to review game-related studies in different journals, to realize the development of game-based learning. In this study, seven game-related studies were analyzed, and some suggestions were proposed in this study.

The Impacts of Computer Literacy and Learning Enthusiasm on Cognitive Load in Instructional Pervasive Game

Mobile games are different from traditional computer games in terms of their social interactions. Pervasive game (PG) is among one of the mobile games. It has been identified that all computer games have some functions facilitating learning, so as PG. However, it has also been identified that for low prior knowledge and/or less enthusiastic learners, educational games had no more effective than traditional media due to heavy cognitive load. This study intended to examine the effects of prior computer literacy and enthusiasm for cultural exploration on cognitive load. An instructional PG was conducted and a cognitive load inventory was given after the game. Results indicated that both computer literacy and enthusiasm had no effect on cognitive load, only gender, a demographic variable, had an effect. Further research is suggested.