游戏与学习:游戏化与游戏学习对中学生阅读过程的影响

Ana Manzano León, José Miguel Rodríguez Ferrer, José Manuel Aguilar Parra, Juan Miguel Fernández Campoy, Rubén Trigueros, Ana María Martínez Martínez
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引用次数: 10

摘要

本研究旨在评估教育游戏化计划在中学生阅读过程中的有效性。对271名学生(M = 14.42,标准差 = 0.72)。使用PROLEC-SE读取过程的评估组。干预方案包括7或15个一小时的疗程,并比较两个实验组和一个对照组的结果。结果表明,与对照组相比,实验组在阅读过程中的得分显著提高。讨论和分析了所获得结果的含义、研究的局限性以及对未来研究的一些建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Play and learn: Influence of gamification and game-based learning in the reading processes of secondary school students

The present study aims to evaluate the effectiveness of an educational gamification program in the reading processes of secondary school students. A quasi-experimental design of comparison between groups with pretest and posttest measurements was carried out with a sample of 271 students (M = 14.42, SD = 0.72). The evaluation battery of the PROLEC-SE reading processes is used. The intervention program consists of 7 or 15 sessions of one hour, and the results of two experimental groups and a control group are compared. The results indicate that, compared to the control group, the experimental groups significantly improve their score in reading processes. The implications of the results obtained, the limitations of the study and some recommendations for future research are discussed and analyzed.

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