Learning environments with different levels of technological engagement: a comparison of game-based, video-based, and traditional instruction on students’ learning

ABSTRACT

Students’ engagement in a learning environment has been a crucial factor in evaluating the quality of learning and predicting their academic success. With technologies being more applied in science education for enhancing learning engagement, it is important to study how learning environments with different levels of technological engagement (LTEs) affect students’ learning. Data were collected from 168 fourth-grade students, ages 9–10, divided into 3 groups of different learning environments: (1) game-based instruction (high LTE) and (2) video-based instruction (medium LTE) as the two experimental groups, and (3) traditional instruction (low LTE) as the control group. Students’ learning was monitored with two tests: scientific concept test and the scientific argumentation skills test. Descriptive and inferential statistics including t-test, ANCOVA, and the Johnson-Neyman procedure were used to examine how different LTEs affect students’ learning as a group and by level (high-, medium-, and low-achieving). Findings demonstrated that (a) three forms of technology-supported learning significantly improve students’ scientific knowledge and argumentation skills; (b) higher LTEs lead to significantly better learning of scientific knowledge, except for some high-achieving students who can learn equally well in traditional instruction; and (c) higher LTEs lead to significantly better learning of argumentation skills across all students.

KEYWORDS:

• Learning environment
• engagement
• game-based instruction
• video-based instruction
• science learning

Acknowledgments

This material is based on work supported by the Ministry of Science and Technology of Taiwan under grant number MOST 103-2511-S-152-011-MY3, 2014–2017 and MOST 106-2511-S-152-005-MY2, 2017.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by Ministry of Science and Technology, Taiwan: [grant number MOST 103-2511-S-152-011-MY3, MOST 106-2511-S-152-005-MY2].

Notes on contributors

Yen-Chieh Chen

Ms. Yen-Chieh Chen is an elementary teacher of science and other general subjects. She has an M.S. degree in science education, and her research interests include game-based learning and elementary science education.

Yu-Ling Lu

Yu-Ling Lu is a professor of science education with a bachelor’s degree in physics, a master’s degree in chemistry, and a doctoral degree in science education. She has published articles and instructional materials, such as books and K–12 science-specific courseware, which explore science curriculum development, instructional design, and technology-enhanced learning. In 2018 and 2019, she serves as the chairperson of the Association of Science Education in Taiwan, a research group devoted to promoting the quality of science education research.

Chi-Jui Lien

Chi-Jui Lien is a former professor of the Department of Science Education of National Taipei University of Education and currently an advisor of doctoral students in the same department. He published articles in various journals that tackle comparative education and technology-enhanced learning.