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| Field | Value |
|---|---|
| Title: | Mindful learning: A mediator of mastery experience during digital creativity game-based learning among elementary school students. |
| Authors: | 葉玉珠 Yeh, Y.* Chang, H. L. Chen, S. Y. |
| Contributors: | 師培中心 |
| Date: | 2019-04 |
| Issue Date: | 2019-10-04 16:22:41 (UTC+8) |
| Abstract: | With the mounting empirical evidence of the benefits of mindfulness, the researchers of the present study incorporated mindful learning in digital game-based learning of creativity. A two-phase study was conducted to (1) develop the Inventory of Mindful Learning Experience in Digital Games (IMLE-DG); and (2) develop a training program of the Digital Game-based Learning of Creativity (DGLC), by which the relationship among achievement goal, self-determination, mindful learning, and mastery experience during digital game-based learning of creativity were investigated through experimental instruction. One hundred and eighty-one 3rd to 6th graders were used in the development of IMLE-DG, and 95 3rd and 4th graders were included in the six-week experimental instruction through the DGLC. The results suggest that the IMLE-DG has good reliability and validity. The Cronbach's α coefficient was 0.974 and exploratory factor analysis yielded three factors: curiosity and open-mindedness, attention and grit, and emotion regulation. Confirmatory factor analysis also showed that the three-factor structure was a good-fit model (Goodness-fit-index = 0.913). Moreover, analytical results showed that achievement goal and self-determination influenced mastery experience through mindful learning experience, suggesting that mindful learning is a crucial mediator of mastery experience in digital game-based learning of creativity. With key features of story-based, interdisciplinary, and 3-D design, The DGLC provides an original and valuable vehicle for creativity learning. In addition, the incorporated mechanisms (rewards, free choices, immediate feedback, and peer-evaluation) for enhancing goal achievement, self-determination, and mindful learning shed light on the design of game-based learning and creativity instruction. |
| Relation: | Computers & Education, Vol.132, pp.63-75 |
| Data Type: | article |
| DOI: | https://doi.org/10.1016/j.compedu.2019.01.001 |
| DCField | Value | Language |
|---|---|---|
| dc.contributor (Contributor) | 師培中心 | |
| dc.creator (Authors) | 葉玉珠 | |
| dc.creator (Authors) | Yeh, Y.* | |
| dc.creator (Authors) | Chang, H. L. | |
| dc.creator (Authors) | Chen, S. Y. | |
| dc.date (Date) | 2019-04 | |
| dc.date.accessioned | 2019-10-04 16:22:41 (UTC+8) | - |
| dc.date.available | 2019-10-04 16:22:41 (UTC+8) | - |
| dc.date.issued (Issue Date) | 2019-10-04 16:22:41 (UTC+8) | - |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/126738 | - |
| dc.description.abstract (Abstract) | With the mounting empirical evidence of the benefits of mindfulness, the researchers of the present study incorporated mindful learning in digital game-based learning of creativity. A two-phase study was conducted to (1) develop the Inventory of Mindful Learning Experience in Digital Games (IMLE-DG); and (2) develop a training program of the Digital Game-based Learning of Creativity (DGLC), by which the relationship among achievement goal, self-determination, mindful learning, and mastery experience during digital game-based learning of creativity were investigated through experimental instruction. One hundred and eighty-one 3rd to 6th graders were used in the development of IMLE-DG, and 95 3rd and 4th graders were included in the six-week experimental instruction through the DGLC. The results suggest that the IMLE-DG has good reliability and validity. The Cronbach's α coefficient was 0.974 and exploratory factor analysis yielded three factors: curiosity and open-mindedness, attention and grit, and emotion regulation. Confirmatory factor analysis also showed that the three-factor structure was a good-fit model (Goodness-fit-index = 0.913). Moreover, analytical results showed that achievement goal and self-determination influenced mastery experience through mindful learning experience, suggesting that mindful learning is a crucial mediator of mastery experience in digital game-based learning of creativity. With key features of story-based, interdisciplinary, and 3-D design, The DGLC provides an original and valuable vehicle for creativity learning. In addition, the incorporated mechanisms (rewards, free choices, immediate feedback, and peer-evaluation) for enhancing goal achievement, self-determination, and mindful learning shed light on the design of game-based learning and creativity instruction. | |
| dc.format.extent | 1433683 bytes | - |
| dc.format.mimetype | application/pdf | - |
| dc.relation (Relation) | Computers & Education, Vol.132, pp.63-75 | |
| dc.title (Title) | Mindful learning: A mediator of mastery experience during digital creativity game-based learning among elementary school students. | |
| dc.type (Data Type) | article | |
| dc.identifier.doi (DOI) | 10.1016/j.compedu.2019.01.001 | |
| dc.doi.uri | https://doi.org/10.1016/j.compedu.2019.01.001 |
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