Kuang Chao Yu

Designing Constructivist Learning Environment in Online Game

To date, online games have increasingly become the dominant form of computer games particularly for children and adolescents. From the educational point of view, online games almost possess the key features of a constructivist learning environment. In this paper we present an online game-based learning model for designing constructivist learning environment and propose an instance to illustrate how to implement it.

Using cognitive affective interaction model to construct on-line game for creativity

The paper constructed an online game for Creativity. The development of the game is based on the Cognitive Affective Interaction Model that was designed to help students develop the skills for divergent and creative thinking. First, we proposed a framework for designing creativity games. Then, an online game system is constructed with the strategies of teaching for creativity. We proved that the creativity of the learners can be improved by the proposed game-based learning system. Conclusively, game-based learning creates a new opportunity for creativity.

The relationship between perceptions of an innovative environment and creative performance in an online synchronous environment

Results indicated a positive correlation between personal creative performance and an innovative environment.Team support and organizational obstruction had less influence on personal creative performance.A synchronous environment helped learners do better in terms of novelty, feasibility, value, and creative product design overall. This study focused on the relationship between perceptions of an innovative environment and creative performance in a web-based synchronous environment. A total of 160 sophomores and juniors from the National Taiwan Normal University participated in a learning activity consisting of a pretest and posttest quasi-experimental design. Pearsons correlation coefficients and analysis of covariance (ANCOVA) were used in data analysis. Results indicated a positive correlation between personal creative performance and a free, supportive, and innovative environment. Team support and organizational obstruction had less influence on personal creative performance. Compared with a traditional classroom, a synchronous environment added to innovative essence and helped learners do better in terms of novelty, feasibility, value, and creative product design overall.

Collaborative Modes on Collaborative Problem Solving

Collaborative problem solving (CPS) is an important skill for 21st-century workplaces. We examined the effects of two collaborative modes (learner-on-computer agent mode and learner-on-learner mode) on the CPS performance of 64 college students (28 women, 36 men; age range = 18–22 yr., M = 20.1, SD = 1.2). Participants’ CPS performance scores in the learner-on-computer agent mode were significantly higher than those in the learner-on-learner mode. The optimal mode for teaching CPS skills, the practical implications of using a CPS system, and the limitations of this study are also discussed.