First Principles of Instruction Approach to Developing a Collaborative Knowledge Organizer-Based Digital Game of Biology Learning
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| Title: | First Principles of Instruction Approach to Developing a Collaborative Knowledge Organizer-Based Digital Game of Biology Learning |
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| Language: | English |
| Authors: | Jia-Hua Zhao (ORCID |
| Source: | Journal of Science Education and Technology. 2025 34(4):704-718. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Educational Principles, Teaching Methods, Science Instruction, Cooperative Learning, Computer Games, Educational Games, Science Activities, Science Education, Biology, Game Based Learning, Student Centered Learning, Concept Mapping, Science Achievement, Cognitive Processes, Difficulty Level, Learning Strategies |
| DOI: | 10.1007/s10956-025-10205-4 |
| ISSN: | 1059-0145 1573-1839 |
| Abstract: | Digital game-based learning is a student-centered learning environment that influences learning success and learning motivation. Whereas, a poorly designed instructional game will impair learning. Through extensive knowledge construction and high engagement, collaborative concept mapping strategies have the potential to address above problems. Simultaneously, the first principles of instruction could further enhance the effectiveness of collaborative concept mapping. Therefore, a collaborative knowledge organizer-based digital game utilizing the first principles of instruction approach was proposed for Chinese eighth graders in biology courses. This study adopted a quasi-experimental design with three groups of 92 students: a collaborative knowledge organizer-based digital game (CKO-DG) group (N = 33), a knowledge organizer-based digital game (KO-DG) group (N = 31), and a collaborative digital game (CDG) group (N = 28). The findings demonstrated that the CKO-DG students achieved the best biological achievement and motivation. However, the KO-DG students lacked peer support, resulting in a higher cognitive load; the CDG students lacked a proper strategy to organize their knowledge, resulting in low learning outcomes. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1477772 |
| Database: | ERIC |
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| Abstract: | Digital game-based learning is a student-centered learning environment that influences learning success and learning motivation. Whereas, a poorly designed instructional game will impair learning. Through extensive knowledge construction and high engagement, collaborative concept mapping strategies have the potential to address above problems. Simultaneously, the first principles of instruction could further enhance the effectiveness of collaborative concept mapping. Therefore, a collaborative knowledge organizer-based digital game utilizing the first principles of instruction approach was proposed for Chinese eighth graders in biology courses. This study adopted a quasi-experimental design with three groups of 92 students: a collaborative knowledge organizer-based digital game (CKO-DG) group (N = 33), a knowledge organizer-based digital game (KO-DG) group (N = 31), and a collaborative digital game (CDG) group (N = 28). The findings demonstrated that the CKO-DG students achieved the best biological achievement and motivation. However, the KO-DG students lacked peer support, resulting in a higher cognitive load; the CDG students lacked a proper strategy to organize their knowledge, resulting in low learning outcomes. |
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| ISSN: | 1059-0145 1573-1839 |
| DOI: | 10.1007/s10956-025-10205-4 |
