Failure is an unavoidable part of learning and a golden chance for further development, while most students perceive failures in learning negatively. Digital game-based learning may improve their perceptions of failures and facilitate their learning from failures by lowering the consequences of failures, reducing the threat to learner ego, and developing learner competence in dealing with failures. However, despite its great potential, this direction was hardly investigated in previous studies. To fill in the gap, this study aims to investigate primary school students' perceptions of failures in digital game-based learning, analysing the effects of the innovative learning approach on learners' affective states and providing implications for future researchers and practitioners. A five-week experimental study is designed, and data will be collected through pre- and post-questionnaires and semi-structured focus group interviews. This study may contribute to an enhanced understanding of young children's educational psychology and game-based learning. Copyright © 2022 GCCCE.
|Publication status||Published - May 2022|
|Event||The 26th Global Chinese Conference on Computers in Education (GCCCE 2022): "Transitioning to the “New Normal” of e-Learning" - National Tsing Hua University, Hsinchu City, Taiwan, Province of China|
Duration: 28 May 2022 → 01 Jun 2022
|Conference||The 26th Global Chinese Conference on Computers in Education (GCCCE 2022): "Transitioning to the “New Normal” of e-Learning"|
|Abbreviated title||GCCCE 2022|
|Country/Territory||Taiwan, Province of China|
|Period||28/05/22 → 01/06/22|
CitationZhang, R., Cheng, G., & Zou, D. (2022, May). Digital game-based learning: Effects on primary school students’ perceptions of failures. Paper presented at The 26th Global Chinese Conference on Computers in Education (GCCCE 2022), National Tsing Hua University, Taiwan.
- Educational game
- Educational psychology
- Failure in learning
- Game-based learning
- Technology-enhanced learn