A concept map-embedded educational computer game for improving students' learning performance in natural science courses

• Published in: Computers and education Vol. 69; pp. 121 - 130
• Main Authors: Hwang, Gwo-Jen, Yang, Li-Hsueh, Wang, Sheng-Yuan
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.11.2013
• Subjects: Applications in subject areas; Elementary education; Interactive learning environments; Teaching/learning strategies; Teaching/learning strategies; Interactive learning environments; Elementary education; Applications in subject areas
• ISSN: 0360-1315; 1873-782X
• DOI: 10.1016/j.compedu.2013.07.008

Many recent studies have reported the benefits of educational computer games in promoting students' learning motivations. On the other hand, however, the effect of digital game-based learning in improving students' learning performance has been questioned. Several previous studies have reported that without properly integrating learning strategies into gaming scenarios, the effectiveness of educational computer games could be limited, or may be even worse than that of the conventional technology-enhanced learning approach. In this study, a concept map-embedded gaming approach is proposed for developing educational computer games by integrating concept mapping as part of the gaming scenarios to help students organize what they have learned during the game-based learning process. Moreover, a role-playing game has been developed for an elementary school natural science course based on the proposed approach. From the experimental results, it is found that the concept map-embedded gaming approach can significantly improve the students' learning achievement and decrease their cognitive load. Moreover, the students who learned with the proposed approach revealed a significantly higher degree of perceived usefulness than those who learned with the conventional game-based learning approach. •A concept map-embedded game-based learning is proposed.•An experiment was conducted to evaluate the performance of the new approach.•The approach has been applied to a natural science course.•The approach improved the students' learning achievement, motivation and cognitive load.•The students highly accepted the new approach.