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    Please use this identifier to cite or link to this item: http://nccur.lib.nccu.edu.tw/handle/140.119/126738

    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 連結: https://doi.org/10.1016/j.compedu.2019.01.001
    DOI: 10.1016/j.compedu.2019.01.001
    Appears in Collections:[師資培育中心] 期刊論文

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