Impeding phenomena emerging from students' constructivist online game-based learning process: Implications for the importance of teacher facilitation
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AbstractVirtual Interactive Student-Oriented Learning Environment (VISOLE) is a pedagogical approach to integrating constructivist online game-based learning (COGBLe) into formal teaching in school education. This paper reports a qualitative case study on the implementation of VISOLE (in secondary Geography education) in which we probed into the impeding phenomena emerging from the course of students' learning. Four students-a non-gamer student, a gamer student, an examination-oriented student, and an angry student were the focal units of analysis. Apart from identifying three impeding phenomena-impromptu gaming, arbitrary gaming, and halt gaming, we observed how the teacher tried to mitigate these phenomena during the implementation process. Besides providing the field with a new understanding of harnessing online gaming in teaching and learning from the student perspective, the study revealed the importance of teacher facilitation in COGBLe.
All Author(s) ListJong M.S.-Y.
Journal nameJournal of Educational Technology and Society
Volume Number18
Issue Number2
PublisherIEEE Computer Society
Place of PublicationUnited States
Pages262 - 283
LanguagesEnglish-United Kingdom
KeywordsEducational games, Game-based learning, Learning process, Teacher facilitation

Last updated on 2020-05-09 at 02:33