Exploring the Influence of Various Digital Game-Based Learning Platforms on Critical Thinking

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2025-10-16 DOI:10.1111/jcal.70141

Tsung-Yen Chuang, Szu-Kai Tsai, Yu-Hsuan Lu

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Abstract

Background

Current education increasingly emphasises the development and significance of Critical Thinking (CT), aiming to enhance individuals' adaptability in a rapidly evolving society. However, few effective teaching methods have been identified for integrating CT into existing on-site courses. While previous studies have focused on the advantages of Digital Game-Based Learning (DGBL) in CT education, there remains a lack of in-depth evaluation and comparative analysis of the different platforms employed—such as Virtual Reality (VR) and Personal Computer (PC) environments.

Objectives

This study aims to examine the differences in CT efficacy across various DGBL platforms, as well as to analyse the effects of incorporating seven CT teaching steps into digital games on the development of CT skills among elementary students.

Methods

The study employs a custom-made digital game with two versions (VR and PC) integrated with the seven CT teaching steps. It is designed as a quasi-experiment involving 40 participants, equally divided into a VR group (N = 20) and a PC group (N = 20). Students' CT abilities are evaluated before and after the teaching activities. Additionally, interviews are conducted to further explore students' experiences and perceptions of the two teaching platforms, with a particular focus on how these platforms facilitate the development of their CT skills.

Results and Conclusions

The results indicate that participants in the VR group engaged in DGBL demonstrate significant enhancements in CT abilities, particularly within the category of ‘Interpretation’. This observation suggests that the operational framework of the VR platform fosters a comprehensive observational capacity among students. Moreover, the evidence substantiates that different digital game platforms exert varying influences on the development of CT, thereby illustrating the potential of VR as a particularly effective tool for promoting CT in educational contexts.

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探讨各种数字游戏学习平台对批判性思维的影响

当前的教育越来越强调批判性思维的发展和重要性，旨在提高个人在快速发展的社会中的适应能力。然而，很少有有效的教学方法可以将CT整合到现有的现场课程中。虽然以前的研究主要集中在数字游戏学习（DGBL）在CT教育中的优势，但仍然缺乏对不同平台（如虚拟现实（VR）和个人电脑（PC）环境）的深入评估和比较分析。本研究旨在探讨不同DGBL平台的CT效果差异，并分析将CT七个教学步骤融入数字游戏对小学生CT技能发展的影响。方法采用定制的VR和PC两种版本的数字游戏，结合CT的七个教学步骤进行研究。它被设计成一个有40名参与者的准实验，平均分为VR组（N = 20）和PC组（N = 20）。在教学活动前后对学生的CT能力进行评估。此外，还进行了访谈，以进一步探讨学生对这两个教学平台的体验和看法，特别关注这些平台如何促进他们的CT技能发展。结果和结论结果表明，参与DGBL的VR组参与者在CT能力方面表现出显著的增强，特别是在“解释”类别中。这一观察表明，VR平台的操作框架培养了学生的综合观察能力。此外，有证据表明，不同的数字游戏平台对CT的发展产生了不同的影响，从而说明VR作为在教育环境中推广CT的特别有效工具的潜力。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope