Raising Academic Performance in Socio-cognitive Conflict Learning Through Gamification

被引：0

作者：

Long, Zhou ^{[1
,2
]}

Luo, Dehong ^{[1
]}

Kiu, Kai ^{[2
,3
]}

Gao, Hongli ^{[2
,4
]}

Qu, Jing ^{[5
]}

Hu, Xiangen ^{[2
,6
]}

机构：

[1] Huaihua Univ, Huaihua 418000, Peoples R China

[2] Cent China Normal Univ, Wuhan 430079, Peoples R China

[3] Bohai Univ, Jingzhou 121013, Peoples R China

[4] Xinxiang Med Univ, Xinxiang 453003, Henan, Peoples R China

[5] Peking Univ, Beijing 100871, Peoples R China

[6] Univ Memphis, Memphis, TN 38152 USA

来源：

ARTIFICIAL INTELLIGENCE IN EDUCATION (AIED 2020), PT II | 2020年 / 12164卷

关键词：

Gamification; Socio-cognitive conflict; Academic performance;

D O I：

10.1007/978-3-030-52240-7_33

中图分类号：

TP18 [人工智能理论];

学科分类号：

081104 ; 0812 ; 0835 ; 1405 ;

摘要：

Drawing on the social interdependence theory, we experimentally compared the between-group effects of social learning gamification, competition gamification, and non-gamification on the academic performance in the withingroup socio-cognitive conflict learning. Findings show that the positive learning effects of socio-cognitive conflict in within-group are strengthened when the between-group gamification is designed by social learning or competitive strategy.

引用

页码：180 / 184

页数：5

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