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Despite considerable discussion on the benefits of digital educational games, empirical research on their effectiveness in primary schools in China is limited. This case study aimed to promote the sustainable development of digital educational games in primary schools in China by examining the effect of digital educational games on primary school students’ vocabulary acquisition and ascertaining their perceptions and attitudes toward this approach. Given the purposes of this study, an embedded mixed methods research design was employed. Two Grade 4 classes at a Chinese primary school were recruited in this study. During the quasi-experiment, the experimental class (n = 50) was provided with educational game software, Quizlet, while the control class (n = 50) was taught through a traditional teaching method. The results show that integrating educational games into language education in the primary schools was effective in improving students’ vocabulary acquisition. This study makes a case for further research of digital educational games in language classrooms at a primary level in China. Implications are made regarding the future sustainable implementation of digital educational games in primary schools in China.
Juan Chen; Shuxia Yang; Bing Mei. Towards the Sustainable Development of Digital Educational Games for Primary School Students in China. Sustainability 2021, 13, 7919 .
AMA StyleJuan Chen, Shuxia Yang, Bing Mei. Towards the Sustainable Development of Digital Educational Games for Primary School Students in China. Sustainability. 2021; 13 (14):7919.
Chicago/Turabian StyleJuan Chen; Shuxia Yang; Bing Mei. 2021. "Towards the Sustainable Development of Digital Educational Games for Primary School Students in China." Sustainability 13, no. 14: 7919.
In the educational context, there currently emerges a growing research interest in using mobile augmented reality (AR) and the gamification concept to promote environmental education (EE). However, to date, scant attention has been paid to practically linking this approach to formal curricula at the tertiary level in China. Given the situation, we designed a geolocation-based mobile AR scavenger hunt to explore students’ perception of embedding technology-enhanced and gamified EE in their language learning process. Ninety-eight first-year students, majoring in English at a Chinese university, were invited to participate in this study. In this game, students need to find the answers to 24 environment-themed questions phrased in English. Guided by prior technology acceptance research, we employed a mixed methods approach to capture participants’ experience and perception of the process. The results show that this approach was positively perceived among the participants, for it could not only enrich their language learning experience but also promote their awareness of the environment. The findings offer insights into how EE can be purposefully integrated with tertiary education by leveraging current technological and pedagogical innovations.
Bing Mei; Shuxia Yang. Nurturing Environmental Education at the Tertiary Education Level in China: Can Mobile Augmented Reality and Gamification Help? Sustainability 2019, 11, 4292 .
AMA StyleBing Mei, Shuxia Yang. Nurturing Environmental Education at the Tertiary Education Level in China: Can Mobile Augmented Reality and Gamification Help? Sustainability. 2019; 11 (16):4292.
Chicago/Turabian StyleBing Mei; Shuxia Yang. 2019. "Nurturing Environmental Education at the Tertiary Education Level in China: Can Mobile Augmented Reality and Gamification Help?" Sustainability 11, no. 16: 4292.
This technology report aimed to explore preservice chemistry teachers’ perception of mobile augmented reality (MAR) assisted chemical education. To this end, 15 participants were recruited from a Chinese university. They were provided access to an MAR chemistry learning app, Elements 4D, on their own mobile computing devices, and were instructed to complete some self-paced, hands-on activities. Data were collected through classroom observation and semistructured interviews. Subsequent content analyses revealed that participants generally had positive attitude toward the immersive chemistry learning experience. Meanwhile, challenges pertinent to the content knowledge and user experience were also discovered. The findings point out possible directions for more effective uptake of MAR assisted chemical education, and accentuate the importance of pedagogical thinking in developing similar educational apps.
Shuxia Yang; Bing Mei; Xiaoyu Yue. Mobile Augmented Reality Assisted Chemical Education: Insights from Elements 4D. Journal of Chemical Education 2018, 95, 1060 -1062.
AMA StyleShuxia Yang, Bing Mei, Xiaoyu Yue. Mobile Augmented Reality Assisted Chemical Education: Insights from Elements 4D. Journal of Chemical Education. 2018; 95 (6):1060-1062.
Chicago/Turabian StyleShuxia Yang; Bing Mei; Xiaoyu Yue. 2018. "Mobile Augmented Reality Assisted Chemical Education: Insights from Elements 4D." Journal of Chemical Education 95, no. 6: 1060-1062.
Shuxia Yang; Bing Mei. Understanding learners’ use of augmented reality in language learning: insights from a case study. Journal of Education for Teaching 2018, 44, 511 -513.
AMA StyleShuxia Yang, Bing Mei. Understanding learners’ use of augmented reality in language learning: insights from a case study. Journal of Education for Teaching. 2018; 44 (4):511-513.
Chicago/Turabian StyleShuxia Yang; Bing Mei. 2018. "Understanding learners’ use of augmented reality in language learning: insights from a case study." Journal of Education for Teaching 44, no. 4: 511-513.