International Journal of Information Technology & Computer Science ( IJITCS )
This study integrated two strategies including digital competitive games and student generated questions for fostering students’ academic emotion and achievement in the science education. The strategies were implemented in a unit on electromagnetics in a sixth grade science class. The purposes of this study was to investigate the extent to which students engage in the curriculum, the difficulties which the teacher encountered during his teaching and the way in which he regulated his teaching. The results revealed that: (1) students were highly participating during the curriculum and teachers should evaluate which types of games students were most engaged with; (2) the setting of scaffolding was needed to provide and the online system of students generated questions was also suggested; (3) the devices which students used to control the game were also needed to be noticed; (4) Words with hostility was prevented within group competition but still happened between group competition. Therefore, the rule was needed to set before games and teachers should forbid those words happening during game play. Based on these results, suggestions for future research are provided.
: digital competitive games; student-generated questions; digital game-based learning
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