Goal-based Scenario Research Articles

The effect of block-based game development activities on the geometry achievement, computational thinking skills and opinions of seventh-grade students

The aim of study to investigate the effects of block-based game development activities carried out on the goal-based scenario approach on the geometry achievement and computational thinking skills of seventh-grade students and to reveal their opinions regarding the process. The study used a one-group pretest-posttest experimental model an experimental research design. Overall, 43 seventh-grade students from a district of the province of Van, Turkey, during the 2021–2022 academic year constituted the participants of the study. The participants were determined using the criterion sampling technique a purposeful sampling technique. Within the scope of the study, a goal-based scenario about the topic of polygons was presented to the students, and implementations were carried out. The Computational Thinking Skills Scale, polygons achievement test and a structured interview form were used to collect data. The quantitative data obtained were analyzed using t-test, and the qualitative data were analyzed using content analysis. The results revealed that the block-based game development activities carried

The effects of goal-based scenarios used for programming education of 5th graders

ABSTRACT The aim of this study is to investigate the effects of the integration of goal-based scenario (GBS) approach into a block-based coding instruction. Scratch platform was used to find out the effects of GBSs on programming skills of students, who did not have any programming experience. GBSs were used during practice and the development in students’ weekly products was examined. This study was designed on the basis of mixed methodology. The quasi-experimental part includes experimental and control groups. The groups received the same lecture by the same lecturer, but in the laboratory sessions the practicing approach was designed separately. The experimental group received GBS integrated tasks. The scenario flow of each week occurred through an existing character. The students completed 10 products during one semester. The scores of students’ weekly products, observation notes of the researchers, pre and post-test scores, and interview data were analyzed and used in a complimentary manner. The analyses showed that GBS integration significantly affected the knowledge and skill improvement in block-based programming. The knowncontributions of block-based tools were also observed, but the realistic nature of GBSs contributed the programming instruction in the affective dimension. They served as tools for motivation, scaffolding, and monitoring.

The Effects of social studies classes utilizing goal-based scenario on the global citizenship of 6th graders in elementary school

목적 본 연구의 목적은 사회과 세계시민교육 실행에 있어 활용할 수 있는 효과적인 수업 방법을 제안하기 위해 목표 기반 시나리오에 주목하여 세계시민교육적 의미를 분석하고 그 효과를 검증하는 데 있다. 방법 이를 위하여 선행 연구 분석을 바탕으로 목표 기반 시나리오 활용 수업이 갖는 세계시민교육적 의미와 구성 방안에 대해 탐구하였다. 또한 목표 기반 시나리오의 효과를 검증하기 위해 초등학교 6학년 학생을 대상으로 처치집단(목표 기반 시나리오 활용 수업)과 비교집단(설명식 수업)으로 나누어 수업하였으며, 차이 분석(t검증)을 통해 목표 기반 시나리오 활용 수업이 세계시민성 함양에 미치는 효과를 살펴보았다. 결과 세계시민성은 세계 시민으로서의 의미있는 행위를 구성할 수 있도록 하는 복합적 역량이라는 점에서 목표 기반 시나리오 활용 수업 등과 같은 학습자의 행위가 중심이 되는 수업 방법으로 실행되어야 한다. 목표 기반 시나리오 활용 수업은 학습자의 ‘행위’를 동기화하거나 이를 위한 기억을 활성화시키는 기법이나 장치(커버스토리, 미션 제시, 자원 제공, 인지적 탐구)를 포함한다는 점에서 의미있게 활용될 수 있다. 실제로 목표 기반 시나리오 활용 수업은 세계시민성 함양에 효과가 있었다. 설명식 수업이 인지적 영역에서만 유의미한 차이를 나타낸 것에 비해 목표 기반 시나리오 활용 수업은 인지적 영역뿐 아니라 정의적 영역, 행동적 영역에서도 효과를 나타냈다. 결론 세계시민교육 실행 시 목표 기반 시나리오 활용 수업이 적절하게 활용될 필요가 있다. 이상의 연구 결과를 바탕으로 목표 기반 시나리오 활용 수업과 같이 세계시민교육을 효과적이면서도 체계적으로 실행될 수 있는 구체적인 방법이나 기법에 대한 다양한 연구들이 지속적으로 실행되어야 한다.

Application of Goal-based Scenario for Liberal Arts Programming Education

Application of Goal-based Scenario for Liberal Arts Programming Education

목표기반시나리오를 적용한 상호작용적 수해양 교육 컨텐츠 개발 사례 연구

The purpose of this study is to develop the contents of the Fisheries and marine education on applicating interactive Goal-Based Scenario for smart education. In order to complete the purpose, using to authoring tool, articulate storyline. The contents development has performed plan-design-development and usability evaluation text. This contents development has given implications that Learning to use smart devices, the interaction between learners and contents is applied at all level from passive learning to immersion learning using Goal-based scenario learning strategy. In order to improve the quality of content development, evaluation questionnaires and content usability test were conducted through the both stage.

Goal-based Scenario를 활용한 간호시뮬레이션 수업설계 및 적용

Purpose This purpose of this study was to investigate the effectiveness of educational design according to Goal-based Scenario constituent elements such as educational goals, mission, cover story, role, scenario operation, resources, and feedback in simulation training. Methods The subjects of this study were 130 nursing students in their senior year who enrolled in the simulation exercise â course. They were divided into a total of 10 groups in which less than 20 students were assigned. In order to verify the effectiveness of the simulation training through Goal-based Scenario instructional design, a design of non-equality control group was carried out. Results The results of this study were as follows: Critical thinking (t=1.81, p=.073) and problem solving ability (t=1.79, p=.076), course satisfaction (t=8.61, p<.001) and academic performance (t=5.48, p=.001) were supported. Conclusion This study applied a Goal-based Scenario simulation program to present clear objectives for simulating training and to advance learning methods that are appropriate to the current education environment. In addition, this study has significance in presenting an instructional model for various simulated practice education and can be used as useful basic data related to simulated training education. Keywords: Nursing education, Nursing students, Nurses, Teaching 주요어: 간호교육, 간호학생, 간호사, 수ì—

The Development of Learner-centered Smart Learning Environment Utilizing the Humanity Contents - based on the Goal-based Scenario -

The Development of Learner-centered Smart Learning Environment Utilizing the Humanity Contents - based on the Goal-based Scenario -

Development of the Instructional Design Guideline utilizing Goal-based Scenario for Culinary Practice Education

Recently, not only development of curriculum associated directly with job, the development of new education model is in great need. So, the purpose of this study is to develop the instructional design guideline utilizing goal-based scenario(GBS) for college students who major in culinary arts. First, to achieve this goal, we recognized the 7 core elements(learning goal, mission, cover story, role activity, scenario operating, resource, feedback) composing GBS through literature review and case study. Second, we drew a conclusion about the problem and guideline for traditional culinary practice course by conducting inspection about culinary practice environment and needs with professors who are teaching culinary arts. Third, we applied the instructional design guideline for culinary practice to regular classes according to GBS’s factors, and then we did formative evaluation with content experts and educational technology expert. Finally, we designed the final instructional design guideline for culinary practice by modifying early model reflected the result of formative evaluation. The results of this study are as following. First, when we applied GBS to culinary practice, professors have to focus on process of materialization by developing easy scenario to students. Also, they have to prepare the class circumstance to feel about sense of realism in advance. Second, to give a conjugally new skill at working, professors’s effort is important. culinary practice education at college has responsibility to carry out the vocational training that has competitiveness and difference with labor market’s needs. Therefore, it is necessary for us to develop the teaching and learning model for culinary practice which is suitable for major based on the manpower demand for industry without causing job mismatch from demand for industry.

Development of the Instructional Design Guideline utilizing Goal-based Scenario for Culinary Practice Education

Development of the Instructional Design Guideline utilizing Goal-based Scenario for Culinary Practice Education

목표기반 시나리오(Goal-based Scenario)를 활용한 의료윤리 e-러닝 콘텐츠의 개발과 적용

본 연구는 목표기반 시나리오에 따라 의과대학생을 위한 의료윤리 e-러닝 콘텐츠를 개발하고, 개발된 e-러닝 모듈에 대한 학습자 만족도를 탐색하기 위한 것이었다. 이 콘텐츠들은 경험학습 원리에 기반하여 의과대학생의 비판적 사고와 자기주도 학습 및 높은 동기와 적극적인 학습을 증진시키기 위하여 설계되었다. 5명의 내용 전문가와 2명의 교수설계자들이 교육과정을 위한 요구분석을 실시하였으며, ‘임상시험에서의 연구자윤리’, ‘연명치료중단’, ‘장기기증과 매매’, ‘인공유산’의 4개 주제를 선정하였다. 목표기반 시나리오의 7개 요소인 학습목표, 미션, 커버스토리, 역할, 시나리오 활동, 학습자원 및 피드백 요소들을 개발하였으며, 한국의과대학 e-러닝 컨소시움의 홈페이지에 탑재하였다. 2014년, 대구소재 Y의과대학에서 의예과 학생들을 위한 의학개론 교육과정에서 이들 콘텐츠를 활용하였다. 53명의 학생들이 학기말에 e-러닝 모듈에 대하여 평가하였으며, e-러닝 모듈과 기존의 디베이트 모듈에 대한 만족도 간에는 유의한 차이가 없었다. 그러나 ‘이해하기 쉬운 용어의 사용’ 항목을 제외하고 모든 항목에서 e-러닝 긍정집단과 부정집단 간 유의한 만족도의 차이가 있었다. 본 연구의 결과에 근거하여 목표기반 시나리오에 따라 개발된 e-러닝 콘텐츠들은 의료윤리 교육에서 사전학습에 적합한 자료로 사용될 수 있을 것이다. 추후 의료윤리 교육에서의 경험학습 적용을 위한 장기적이면서도 통합적인 연구가 요구된다.

Design Process of a Goal-Based Scenario on Computing Fundamentals

In this design case, an instructor developed a goal-based scenario (GBS) for undergraduate computer fundamentals students to apply their knowledge of computer equipment and software. The GBS, entitled the MegaTech Project, presented the students with descriptions of the everyday activities of four persons needing to purchase a computer system. The persons varied by ethnicity, age, gender, work or academic needs, and free-time activities. The students needed to select a person to help, assess their computing needs, select corresponding computer equipment and software from the ad of a fictitious MegaTech Store, and write a persuasive essay or spiel about why the person should purchase those items. The instructional materials developed for the MegaTech Project included detailed instructions about the tasks for the project, descriptions of the people to help, the MegaTech Store ad, a submission form, related technology tutorials, and a detailed grading rubric. The purpose of this paper is to describe the instructional materials, as well as the process followed and design decisions made while creating those materials.

면대면 환경의 목표기반시나리오(GBS) 수업설계 가이드라인 개발

면대면 환경의 목표기반시나리오(GBS) 수업설계 가이드라인 개발

Case problems for problem-based pedagogical approaches: A comparative analysis

A comparative analysis of 51 case problems used in five problem-based pedagogical models was conducted to examine whether there are differences in their characteristics and the implications of such differences on the selection and generation of ill-structured case problems. The five pedagogical models were: situated learning, goal-based scenario, learning-by-design, problem-based learning and cognitive flexibility hypertext. The analysis revealed that while all case problems were authentic and multi-disciplinary, they varied across six themes for the pedagogical models examined: problem complexity, nature of problem topic, problem task, problem product, problem solving activity, and type of effort. The analysis also revealed that different kinds of case problems (e.g., dilemmas, design problems, case-analysis problems) are appropriate for different problem-based pedagogical models. These findings and their educational implications are described.

"ICT 활용교육을 위한 Goal-Based Scenario 교수․학습 방법 적용 사례"

"ICT 활용교육을 위한 Goal-Based Scenario 교수․학습 방법 적용 사례"

An Example Implementation of Schank’s Goal-Based Scenarios

The Goal-based Scenario method is a design model for applying simulations to instruction. This portfolio item describes an implementation of Goal-based Scenarios for the teaching of statistics. The application demonstrates how simulations can be contextualized and how they can allow learners to engage in legitimate inquiry in the pursuit of their instructional goals.

Combining cognitive and affective support in order to promote learning

The present study investigated the impact of cognitive and affective support intervention on the learning outcomes of learners working with a simulation in economics. Cognitive support was given by statements in order to increase reflection and self-explanation in learners. Affective support was given by a goal-based scenario. Participants were 104 students of social science classes who were randomly allocated to a variant with cognitive and/or affective support as well as a basal variant without affective and cognitive support. Perceived germane cognitive load was increased by cognitive support but not by affective support. Understanding, as measured by posttest performance, was significantly increased by a combination of affective and cognitive support as compared to the basal variant without any support, while a single support intervention had no significant impact. The need for an augmented Cognitive Load Theory by the inclusion of affective factors is applied.

Assessing a Problem-Based Learning Approach To An Introductory Instructional Design Course: A Case Study

Although there are numerous instructional models or learning environments that use problems today (e.g., case-based learning, action learning, goal-based scenario, problem-based learning, and project-based learning), problem-based learning (PBL) is the most extensive and complex in “putting the problem to use.” PBL is defined as “the learning that results from the process of working toward the understanding or resolution of a problem.” This case study examines the application of PBL to the teaching of introductory instructional design. Implementation of the PBL process in the classroom and implications on instruction and learning are discussed. The argument made is that instructional design (ISD) is a dynamic process of problem under standing and problem solution, and therefore ISD is an ill-structured problem-solving process defined by the context of the problem, the knowledge and skills of the instructional designer, and the quality of available resources. This suggests that ISD instruction should focus more on the problem attributes and not on the generality of the systems approach model with its context-free rules. The results of this case study demonstrate that students in a PBL environment acquired the necessary skills of ISD through direct experience and interaction. The results also demonstrate that students who have experienced PBL are more likely to become self-directed learners and be better skilled in group learning than students who receive instruction using a more prescriptive approach.

Temporal Practice Online: Navigating “Now” and “Then” in a Web-based ESL Course

New pedagogical models are emerging to attend to the needs of ESL learners who may have to communicate online in their second language. The goal-based scenario approach, as deployed in Columbia Interactive’s American Business Writing program, offers one such solution, allowing students to interact with fictional interlocutors in an online business simulation. Involvement in this learning environment forces students to experience two time frames simultaneously — the learning environment of real-time and the fictional environment of the online scenario. The overlapping of the two environments would seem to problematize the communication of temporal and spatial relations, yet effective business correspondence, where speed and clarity are essential, requires clear temporal anchoring. In this study, I investigate how learners navigate the time frames of a web-enabled learning experience and acquire pragmatic skills. Using assignments submitted in a Columbia Interactive course, I explore temporal practice in an online role-play. The data shows that students leave linguistic tracks of two time streams in their assignments, usually maintaining clear boundaries between the “here-now” of real-time and the “there-then” of scenario time, but occasionally weaving the two in inventive – and pedagogically satisfying – ways.

Invited reaction: Cultivating problem‐solving skills through problem‐based approaches to professional development

AbstractIn her article in this issue, Margaret Lohman distinguishes among four problem‐based approaches to professional development: case study, goal‐based scenario, problem‐based learning, and action learning. Based on a review of more than a hundred articles, Lohman compares the four approaches in terms of the degree to which the problems used in the training are ill‐ versus well‐defined and are either routine or nonroutine, the degree to which the training provides low versus high guidance, the degree to which the learning outcomes support near versus far transfer, and the relative costs of the approaches in terms of development and implementation. Future work is needed to (1) more sharply distinguish among the kinds of problem‐based approaches to professional development, (2) relate problem‐based training methods to cognitive theories of learning and problem solving, and (3) build a solid empirical research base for evaluating the cognitive outcomes of participation in various kinds of problem‐based training. In particular, research is needed to determine which features of problem‐based training promote which kinds of learning outcomes for which kinds of learners.

Differential Effects of a Multimedia Goal-Based Scenario to Teach Introductory Biochemistry—Who Benefits Most?

This study investigated the relationship of cognitive and demographic variables to learning outcomes from a multimedia Goal-Based Scenario (GBS) lesson on DNA. The demographic variables under investigation were gender, ethnicity, prior science coursework in college and high school, final score in current chemistry course, and prior experience with computers. The cognitive variables under study were logical thinking ability, spatial ability, and disembedding ability. The subjects for this study were a total of 488 college students enrolled in introductory chemistry classes for nonmajors at one of four participating institutions in the United States and Canada. All subjects completed content pre- and posttests, a demographic questionnaire, and three cognitive tests: Test of Logical Thinking, Hidden Figures Test, and Purdue Visualization of Rotations Test. Students completed Whodunnit?, a multimedia GBS developed to teach basic biochemistry concepts pertaining to DNA. Logical thinking ability was the only cognitive variable to show a relationship with learning outcomes. There was no relationship between gender or ethnicity and academic outcomes. The number of science courses completed in high school was a significant predictor of academic outcomes. A relationship was observed between course rank and learning outcomes, as students with final course grades in the upper quartile of the sample scored significantly higher on the posttest than those in all other quartiles.