Learning Games and Student Teams: Their Effects on Classroom Process1
Learning Games and Student Teams: Their Effects on Classroom Process1
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学习游戏和学生团队：它们对课堂过程的影响1
DOI：
10.3102/00028312010004307
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发表时间：
1973
影响因子：
3.6
通讯作者：
K. Edwards
中科院分区：
文献类型：
--
作者：
D. Devries;K. Edwards
本研究考察了在为期四周的七年级数学课堂中，使用学习游戏（方程式）、学生团队和游戏-团队结合对课堂过程变量的影响。使用这款游戏能够创造出更多的学生同伴辅导，更少的难度，以及更高的课堂满意度。使用学生团队通过创造更多的学生同伴辅导，以及在课堂上更大的相互关注和竞争，积极地改变了课堂过程。游戏和团队的结合比单独玩游戏或团队更能产生同伴辅导。这些结果是用游戏和团队的结构理论来解释的。
This study examines the effects of using a learning game (EQUATIONS), student teams, and the games-teams combination on classroom process variables in seventh grade mathematics classes for a four-week period. Using the game created greater student peer tutoring, less perceived difficulty, and greater satisfaction with the class. Using student teams positively altered classroom process by creating greater student peer tutoring, and greater perceived mutual concern and competitiveness in the classroom. The games-teams combination resulted in greater peer tutoring than either games or teams alone. The results are interpreted using a structural theory of games and of teams.