{"title":"探讨各种数字游戏学习平台对批判性思维的影响","authors":"Tsung-Yen Chuang, Szu-Kai Tsai, Yu-Hsuan Lu","doi":"10.1111/jcal.70141","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <h3> Objectives</h3>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>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 (<i>N</i> = 20) and a PC group (<i>N</i> = 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.</p>\n </section>\n \n <section>\n \n <h3> Results and Conclusions</h3>\n \n <p>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.</p>\n </section>\n </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 6","pages":""},"PeriodicalIF":4.6000,"publicationDate":"2025-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Exploring the Influence of Various Digital Game-Based Learning Platforms on Critical Thinking\",\"authors\":\"Tsung-Yen Chuang, Szu-Kai Tsai, Yu-Hsuan Lu\",\"doi\":\"10.1111/jcal.70141\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>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.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Objectives</h3>\\n \\n <p>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.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>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 (<i>N</i> = 20) and a PC group (<i>N</i> = 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.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results and Conclusions</h3>\\n \\n <p>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.</p>\\n </section>\\n </div>\",\"PeriodicalId\":48071,\"journal\":{\"name\":\"Journal of Computer Assisted Learning\",\"volume\":\"41 6\",\"pages\":\"\"},\"PeriodicalIF\":4.6000,\"publicationDate\":\"2025-10-16\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Computer Assisted Learning\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/jcal.70141\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Computer Assisted Learning","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/jcal.70141","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Exploring the Influence of Various Digital Game-Based Learning Platforms on Critical Thinking
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.
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
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
