Minecraft教育干预对提高小学生空间思维能力的效果:混合方法两级分组随机试验

IF 4.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
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引用次数: 0

摘要

背景空间思维在科学、技术、工程和数学的成功中起着至关重要的作用。Minecraft Education 是一个基于数字游戏的学习平台,它为培养学生的空间思维提供了机会,同时为课程内容提供了支持。这项研究评估了将 Minecraft Education 纳入课程的干预措施在提高空间思维和创造力方面的效果。32个班级(学生人数=885人)被随机分配到干预组或照常教育对照组。在测试前、测试后和为期 6 周的随访中完成了对空间思维和创造力的评估。结果虽然没有发现与干预相关的空间思维的整体改善,但分组分析显示,与六年级学生相比,五年级学生在测试后的空间思维有所改善。这可能是因为五年级学生参与干预的程度较高。出乎意料的是,对照组的创造力得分在测试后更高。定性访谈确定了四个主题:1)提高空间思维能力;2)提高创造力;3)参与度;4)计划实施的困难。最后,研究表明,要保持空间教学/培训的益处,需要持续的练习。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Effectiveness of a minecraft education intervention for improving spatial thinking in primary school children: A mixed methods two-level cluster randomised trial

Background

Spatial thinking plays a crucial role in STEM success. Minecraft Education, a digital game-based learning platform, provides opportunities for developing students’ spatial thinking while supporting curricular content.

Aim

This study evaluated the effectiveness of a Minecraft Education intervention, integrated into the curriculum, in improving spatial thinking and creativity.

Sample

Fifth and sixth year primary school students (Mage = 11.53, SDage = 0.58) and their teachers.

Methods

The study used a mixed-methods, two-level cluster randomised-controlled trial design. Thirty-two classes (N = 885 students) were randomly assigned to the intervention or education-as-usual control group. Assessments of spatial thinking and creativity were completed at pre-test, post-test and 6-week follow up. Teacher interviews were conducted to understand their experiences of the intervention.

Results

While no overall intervention-related improvements in spatial thinking were found, subgroup analyses revealed that 5th year demonstrated improved spatial thinking compared to 6th year at post-test. This may be attributable to 5th year students’ higher levels of engagement in the intervention. Unexpectedly, creativity scores were higher in the control group at post-test. Qualitative interviews identified four themes: 1) Improving spatial thinking, 2) Improving creativity, 3) Engagement, and 4) Difficulties implementing the programme.

Conclusion

This study highlights the importance of increasing student engagement in spatial interventions to improve their spatial skills. Finally, the study suggests that sustained practice is required to maintain the benefits of spatial instruction/training.

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来源期刊
CiteScore
11.30
自引率
4.80%
发文量
109
期刊介绍: As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.
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