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.
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页码：180 / 184
页数：5
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