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    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/111685


    Title: How to replicate the cognitive process in computer game-based learning units
    Authors: 曾宇瑞
    Wang, Chen-Shu
    Li, Yu-Chieh
    Tzeng, Yeu-Ruey
    Contributors: 資訊管理學系
    Date: 2015-06
    Issue Date: 2017-08-09 17:18:05 (UTC+8)
    Abstract: Purpose – The purpose of this paper is to propose a game-based learning (GBL) content design model that replicates the two-dimensional Bloom cognitive process in GBL units. The proposed model, called the knowledge and cognitive-process representation (KCR) model, enables a game player to access three types of Bloom knowledge by allowing the learner to experience-related cognitive processes that can be replicated in the GBL units via appropriate representation approaches. Design/methodology/approach – To validate the feasibility of the proposed KCR model, 14 GBL units for a Cisco-certified network associate (CCNA) certification training program were designed and installed on several servers. Players played the GBL units via internet browsers. According to the problem-solving theory, three game components, including a tool, feedback, and goal, are necessary for game playing and should be adopted to implement three sub-cognitive processes. A three-phase experiment was performed for one year. Subjects were university sophomores and a randomized block experiment design was implemented. Findings – The experimental results show that, compared with a traditional web-based learning platform, the GBL platform is more efficient and it enables learners to achieve improved learning performance. In addition, most hypotheses support the fact that particular cognizance processes should be implemented by a specific representation approach in GBL. Finally, a KCR model for GBL content design is inferred to represent a cognitive process appropriately that can be referenced for both the digital content instructor and the game developer. Research limitations/implications – Because the CCNA training material does not include meta-knowledge of Bloom knowledge type and the creation of the Bloom cognitive process, the KCR model should be further extended. In addition, others certification training materials (such as Oracle DBA, Java programmer) can be implemented on the basis of the KCR model for general validation as further research. Practical implications – Players can acquire specific types of knowledge, such as factual knowledge, by experiencing a particular cognitive process, such as the “remembering & understanding” processes, which can be represented with a computer tool. The KCR model can provide both the instructor and the game developer with design recommendations and accelerate GBL content implementation. Originality/value – GBL is a learning platform that can stimulate a learner by improving the motivation to learn and the learning experience. To ensure high-learning performance, the learner should perform specific cognitive processes and acquire knowledge. This research proposes a content design model for GBL units that appropriately replicate the Bloom framework in a computer game. © Emerald Group Publishing Limited.
    Relation: Information Technology and People, 28(2), 327-343
    Data Type: article
    DOI link: http://dx.doi.org/10.1108/ITP-03-2013-0053
    DOI: 10.1108/ITP-03-2013-0053
    Appears in Collections:[Department of MIS] Periodical Articles

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