TY - GEN
T1 - Examining Critical Thinking Skills in Game-Based Learning
T2 - 16th IIAI International Congress on Advanced Applied Informatics, IIAI-AAI 2024
AU - Chuang, Tsung Yen
AU - Lu, Yu Hsuan
AU - Tsai, Szu Kai
AU - Chen, Wei Fan
N1 - Publisher Copyright:
© 2024 IEEE.
PY - 2024
Y1 - 2024
N2 - As education and technology rapid progress, it is essential to understand the abilities students need to cope with such changes. Critical thinking has become a key word in educational theory and practice over the past few decades. This study explores the manifestation of learners' critical thinking abilities in digital games and analyzes their learning processes through patterns of gameplay behavior. Numerous studies have demonstrated that digital game-based learning can effectively enhance students' higher-order thinking, and the integration of new technologies further improves the relevance of learning. However, research on the process of critical thinking learning behavior is limited. Studies indicate that while quantitative data may be effective for specific and straightforward tasks, evaluating critical thinking requires observing the learning process itself to gain a deeper understanding of learners' abilities. Exploring the learning process can also help identify differentiated learning among learners. This study developed a virtual reality game integrating the five skills of critical thinking: 'identification and assumption,' 'induction,' 'deduction,' 'explanation,' and 'evaluation,' with environmental issues as the theme, enabling learners to understand the interrelationships between humans and the environment. The participants are expected to be upper-grade elementary school students. Data collection will involve logging and screen recording, followed by qualitative interviews. To gain a detailed understanding of learners' gaming behavior, specific game behaviors will be defined, and a behavior coding sheet will be created. The expected results of the experiment can provide valuable insights into the integration of digital game-based learning and critical thinking instruction. By gaining a deep understanding of learners' behaviors and thought patterns in games, it is hoped that future teaching content can be designed more effectively to enhance students' critical thinking abilities and learning outcomes.
AB - As education and technology rapid progress, it is essential to understand the abilities students need to cope with such changes. Critical thinking has become a key word in educational theory and practice over the past few decades. This study explores the manifestation of learners' critical thinking abilities in digital games and analyzes their learning processes through patterns of gameplay behavior. Numerous studies have demonstrated that digital game-based learning can effectively enhance students' higher-order thinking, and the integration of new technologies further improves the relevance of learning. However, research on the process of critical thinking learning behavior is limited. Studies indicate that while quantitative data may be effective for specific and straightforward tasks, evaluating critical thinking requires observing the learning process itself to gain a deeper understanding of learners' abilities. Exploring the learning process can also help identify differentiated learning among learners. This study developed a virtual reality game integrating the five skills of critical thinking: 'identification and assumption,' 'induction,' 'deduction,' 'explanation,' and 'evaluation,' with environmental issues as the theme, enabling learners to understand the interrelationships between humans and the environment. The participants are expected to be upper-grade elementary school students. Data collection will involve logging and screen recording, followed by qualitative interviews. To gain a detailed understanding of learners' gaming behavior, specific game behaviors will be defined, and a behavior coding sheet will be created. The expected results of the experiment can provide valuable insights into the integration of digital game-based learning and critical thinking instruction. By gaining a deep understanding of learners' behaviors and thought patterns in games, it is hoped that future teaching content can be designed more effectively to enhance students' critical thinking abilities and learning outcomes.
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U2 - 10.1109/IIAI-AAI63651.2024.00037
DO - 10.1109/IIAI-AAI63651.2024.00037
M3 - Conference contribution
AN - SCOPUS:85208130300
T3 - Proceedings - 2024 16th IIAI International Congress on Advanced Applied Informatics, IIAI-AAI 2024
SP - 148
EP - 151
BT - Proceedings - 2024 16th IIAI International Congress on Advanced Applied Informatics, IIAI-AAI 2024
PB - Institute of Electrical and Electronics Engineers Inc.
Y2 - 6 July 2024 through 12 July 2024
ER -