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題名 Mindful learning: A mediator of mastery experience during digital creativity game-based learning among elementary school students. 作者 葉玉珠
Yeh, Y.*
Chang, H. L.
Chen, S. Y.貢獻者 師培中心 日期 2019-04 上傳時間 4-Oct-2019 16:22:41 (UTC+8) 摘要 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. 關聯 Computers & Education, Vol.132, pp.63-75 資料類型 article DOI https://doi.org/10.1016/j.compedu.2019.01.001 dc.contributor 師培中心 dc.creator (作者) 葉玉珠 dc.creator (作者) Yeh, Y.* dc.creator (作者) Chang, H. L. dc.creator (作者) Chen, S. Y. dc.date (日期) 2019-04 dc.date.accessioned 4-Oct-2019 16:22:41 (UTC+8) - dc.date.available 4-Oct-2019 16:22:41 (UTC+8) - dc.date.issued (上傳時間) 4-Oct-2019 16:22:41 (UTC+8) - dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/126738 - dc.description.abstract (摘要) 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 (關聯) Computers & Education, Vol.132, pp.63-75 dc.title (題名) Mindful learning: A mediator of mastery experience during digital creativity game-based learning among elementary school students. dc.type (資料類型) article dc.identifier.doi (DOI) 10.1016/j.compedu.2019.01.001 dc.doi.uri (DOI) https://doi.org/10.1016/j.compedu.2019.01.001
