Abstract
This study explored the effects of scenario simulation games and e-textbooks on the learning outcomes of elementary school students. The study subjects were 60 primary school students classified into two groups: The experimental group was provided with scenario simulation course materials, and the control group received e-textbook materials. The learning outcomes were compared between the two groups, which were further divided by ability level and gender. The female subjects in the experimental group showed slightly less improvement than the experimental group males, who showed significantly greater improvement than the female control group subjects. Use of the e-textbook had a less positive effect on learning outcomes than the scenario simulation game-based instruction.
Highlights
The researchers of Taiwan ministry of education and primary school teachers who have reported that slower learners concentrate better when teaching is delivered via videos (VCR) and computer games
The average pre- (82.13) and post-test (89.63) scores of the male students differed by 7.5 points, while the average pre- (77.14) and post-test (83.64) scores of the females differed by 6.5 points; in both genders, these differences were significant (t = −4.01, p < 0.01 and t = −3.24, p < 0.01), respectively (Table 4)
To eliminate the effects of prior knowledge on post-test performance, the average pre-test scores of the experimental group were included as a covariate in the analysis of covariance (ANCOVA)
Summary
Curricula in Taiwanese elementary schools generally require conventional paper textbooks, some teachers use e-textbooks as teaching aids. Numerous studies and on-site observations by teachers have indicated moderate overall effects of text- and image-based teaching on the learning outcomes of most students in regular classes. A small number of students comprehend text slowly, sometimes showing little interest in textbook learning, lacking any learning intention, or even actively resisting learning. It is clear that text-based teaching does not always result in mastery content. The researchers of Taiwan ministry of education and primary school teachers who have reported that slower learners concentrate better when teaching is delivered via videos (VCR) and computer games. Appropriate game-based instruction could help students to comprehend traditionally textbook-based content [1]
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