Dataset Information

The Effect of Digital Game-Based Learning on Learning Motivation and Performance Under Social Cognitive Theory and Entrepreneurial Thinking.

ABSTRACT: This study aims to investigate the effects of students' learning motivation and learning performance in a digital game-based learning setting and the structure of competition. This study uses Social Cognitive Theory, which emphasizes the bidirectional effects between personal factors, environmental factors, and behavior. We use the emotional state as the personal factor, social support as the environmental factor, learning performance as behavior. We also use self-efficacy and learning motivation as the mediating factors in the model. Data samples were collected from approximately 600 students in junior high schools in Taiwan. The students learned via either application or conventional lectures in three groups. The Control Group (CG) learned the course through a conventional learning approach. The Experimental group 1 (EG1) learned by a digital game, while Experimental Group 2 (EG2) learned through the digital game in combination with a structure that involved competing and entrepreneurship with classmates. The result of this research shows that the emotional state negatively affects learning motivation and self-efficacy, that self-efficacy will positively affect learning motivation, social support will positively affect self-efficacy, and self-efficacy and learning motivation will both positively affect learning performance. In addition, this research certifies previous works that entrepreneurs prefer to be more aggressive in competitions, have a high demand for accomplishment motivation, and are more likely to facilitate competitive over non-competitive environments.

SUBMITTER: Chen CC

PROVIDER: S-EPMC8716945 | biostudies-literature |

REPOSITORIES: biostudies-literature

ACCESS DATA

Similar Datasets

Project description:BackgroundWhile most game theoretical models assume that individuals randomly interact with all other group members, strong evidence indicates that individuals tend to preferentially interact with some of them. The position of an individual in a network affects, among other factors related to survival, its predation risk and competitive success. Here I then modified the Hawk-Dove game to explore the effect of social network structure on competitive strategy of individuals that differ in their fighting ability and may adjust their use of the Hawk, Dove and Assessor tactics to maximize their foraging success when they meet opponents they are connected with.ResultsFrom randomly generated networks, I demonstrate that phenotypic assortment by fighting ability reduces individuals' aggressiveness and, as such, favours cooperative interactions. Furthermore, the success of individuals with the weakest fighting ability is usually highest within networks where they most frequently meet opponents with the same fighting ability as their own, suggesting they might benefit from breaking connections with strong contestants. This might be the case when strong contestants systematically rely on the aggressive Hawk tactic or the risk of being predated is low and independent of the number of neighbours. Thus, I extended the model and built a dynamic model to allow individuals not only to adjust their behaviour to local conditions but also to modify the structure of the social network. The number of connections and degree of phenotypic assortment are then affected by ecological factors (e.g. resources value and predation risk), but above all by whether individuals can reliably assess the competitive ability of their opponents and adjust their behaviour accordingly.ConclusionsThese findings provide strong evidence that behaviour can play a key role in shaping network structure and highlight the importance of considering the coevolution of network and behaviour to apprehend its consequences on population dynamics.

Project description:This paper outlines a pedagogical approach for entrepreneurship education, with a specific focus on students who do not necessarily identify as entrepreneurial. We advance seven essential and teachable entrepreneurial thinking skills (ET-7) to form future leaders: (1) problem solving, (2) tolerance for ambiguity, (3) failing forward, (4) empathy, (5) creativity with limited resources, (6) responding to critical feedback, and (7) teamwork approach. ET-7 offers an integrative framework that unites previously distinct perspectives of entrepreneurial competencies, and outlines how to teach and develop these skills in a 12-week mandatory entrepreneurship course through an innovative pedagogical approach. This approach to entrepreneurial education was built on the concept of a signature pedagogy (Shulman, 2005) and encompasses three components (i.e., the flipped classroom, learning through failure, and access to open educational resources). This pedagogical approach to entrepreneurial education supports entrepreneurial learning through experiential activities that simulate the environment entrepreneurs face. Thus, this paper contributes to the literature by outlining the entrepreneurial thinking skillset (ET-7) required to be successful in today's modern careers, along with considering the methods, tools, and pedagogy that is most likely to support ET-7 skill development. Highlights • Seven entrepreneurial thinking skills were identified and pedagogical methods for developing these skills are described.• This new approach to entrepreneurial education was built upon the concept of signature pedagogy.• Flipped classroom allows for concrete and operational learning to occur through a series of experiential activities.• Learning through failure, which conveys entrepreneurial knowledge by giving students the opportunity to “fail forward”.• The Open Educational Resource is designed to orient students and educators toward applying this pedagogical approach.

Dataset Information

The Effect of Digital Game-Based Learning on Learning Motivation and Performance Under Social Cognitive Theory and Entrepreneurial Thinking.

Similar Datasets

OmicsDI is part of the ELIXIR infrastructure

Tweets