The Effects Of Single Loop And Double Loop Learning With Peer Scaffolding In Problem-Based Gaming On Science Process Skills Among Fifth Grade Students

The purpose of this study is to investigate the mechanisms of engagement in problem-based gaming with scaffolding and their effects on basic and integrated science process skills. Problem-based gaming (PBG) postulates that players engage in single-loop learning (SLL) and double-loop learning (DLL) w...

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Main Author:	Rahmani, Raheleh
Format:	Thesis
Language:	English
Published:	2013
Subjects:	QA76.575 Multimedia systems and Internet
Online Access:	http://eprints.usm.my/45199/1/Raheleh%20Rahmani24.pdf
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id	my-usm-ep.45199
record_format	uketd_dc
spelling	my-usm-ep.451992019-08-05T08:06:54Z The Effects Of Single Loop And Double Loop Learning With Peer Scaffolding In Problem-Based Gaming On Science Process Skills Among Fifth Grade Students 2013-02 Rahmani, Raheleh QA76.575 Multimedia systems and Internet The purpose of this study is to investigate the mechanisms of engagement in problem-based gaming with scaffolding and their effects on basic and integrated science process skills. Problem-based gaming (PBG) postulates that players engage in single-loop learning (SLL) and double-loop learning (DLL) when they solve problems through the various levels of a game. A quasi-experimental study involving two intact classes was employed with a sample comprising 72 male and female fifth-grade pupils. One class was assigned to play the game individually and the other in pairs, with the pupils choosing their own partners. An evaluation of the students’ achievement in science indicated significant differences between the two classes. Therefore, the students’ science achievement scores were used as a covariate. The independent variable was peer scaffolding, and the dependent variables were the learner’s intensity of reflection, levels of engagement in the game in the form of single-loop learning and double-loop learning, and performance in basic and integrated science process skills. The instruments consisted of the Ohio achievement assessments of science (2007) for grade 5 to evaluate the performance of students in basic and integrated process skills, a game-playing log to record reward points for each level and evaluate the level of engagement during the game, and a reflection questionnaire. Further analysis was conducted to investigate the performance in basic and integrated science process skills by the level of engagement in single-loop learning and double-loop learning. 2013-02 Thesis http://eprints.usm.my/45199/ http://eprints.usm.my/45199/1/Raheleh%20Rahmani24.pdf application/pdf en public masters Universiti Sains Malaysia Pusat Teknologi Pengajaran & Multimedia
institution	Universiti Sains Malaysia
collection	USM Institutional Repository
language	English
topic	QA76.575 Multimedia systems and Internet
spellingShingle	QA76.575 Multimedia systems and Internet Rahmani, Raheleh The Effects Of Single Loop And Double Loop Learning With Peer Scaffolding In Problem-Based Gaming On Science Process Skills Among Fifth Grade Students
description	The purpose of this study is to investigate the mechanisms of engagement in problem-based gaming with scaffolding and their effects on basic and integrated science process skills. Problem-based gaming (PBG) postulates that players engage in single-loop learning (SLL) and double-loop learning (DLL) when they solve problems through the various levels of a game. A quasi-experimental study involving two intact classes was employed with a sample comprising 72 male and female fifth-grade pupils. One class was assigned to play the game individually and the other in pairs, with the pupils choosing their own partners. An evaluation of the students’ achievement in science indicated significant differences between the two classes. Therefore, the students’ science achievement scores were used as a covariate. The independent variable was peer scaffolding, and the dependent variables were the learner’s intensity of reflection, levels of engagement in the game in the form of single-loop learning and double-loop learning, and performance in basic and integrated science process skills. The instruments consisted of the Ohio achievement assessments of science (2007) for grade 5 to evaluate the performance of students in basic and integrated process skills, a game-playing log to record reward points for each level and evaluate the level of engagement during the game, and a reflection questionnaire. Further analysis was conducted to investigate the performance in basic and integrated science process skills by the level of engagement in single-loop learning and double-loop learning.
format	Thesis
qualification_level	Master's degree
author	Rahmani, Raheleh
author_facet	Rahmani, Raheleh
author_sort	Rahmani, Raheleh
title	The Effects Of Single Loop And Double Loop Learning With Peer Scaffolding In Problem-Based Gaming On Science Process Skills Among Fifth Grade Students
title_short	The Effects Of Single Loop And Double Loop Learning With Peer Scaffolding In Problem-Based Gaming On Science Process Skills Among Fifth Grade Students
title_full	The Effects Of Single Loop And Double Loop Learning With Peer Scaffolding In Problem-Based Gaming On Science Process Skills Among Fifth Grade Students
title_fullStr	The Effects Of Single Loop And Double Loop Learning With Peer Scaffolding In Problem-Based Gaming On Science Process Skills Among Fifth Grade Students
title_full_unstemmed	The Effects Of Single Loop And Double Loop Learning With Peer Scaffolding In Problem-Based Gaming On Science Process Skills Among Fifth Grade Students
title_sort	effects of single loop and double loop learning with peer scaffolding in problem-based gaming on science process skills among fifth grade students
granting_institution	Universiti Sains Malaysia
granting_department	Pusat Teknologi Pengajaran & Multimedia
publishDate	2013
url	http://eprints.usm.my/45199/1/Raheleh%20Rahmani24.pdf
_version_	1747821467104444416

The Effects Of Single Loop And Double Loop Learning With Peer Scaffolding In Problem-Based Gaming On Science Process Skills Among Fifth Grade Students

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